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A TEACHER’S MANUAL 

for Thompson’s 

HISTORY OF THE PEOPLE OF 
THE UNITED STATES 

BY 

ARLIE McCAIN JOHNSON 

TEACHER OF SEVENTH GRADE HISTORY 
NEWBERRY, SOUTH CAROLINA 



D. C. HEATH AND COMPANY 

BOSTON NEW YORK CHICAGO 

ATLANTA SAN FRANCISCO DALLAS 

LONDON 



A TEACHER’S MANUAL 

for Thompson’s 

HISTORY OF THE PEOPLE OF 
THE UNITED STATES 

BY 

ARLIE McCAIN JOHNSON 

TEACHER OF SEVENTH GRADE HISTORY 
NEWBERRY, SOUTH CAROLINA 



D. C. HEATH AND COMPANY 

BOSTON NEW YORK CHICAGO 

ATLANTA SAN FRANCISCO DALLAS 

LONDON 



FOREWORD 


_i 

, \4S<2 3 


This manual has been written for use with A History of 
the People of the United States by Waddy Thompson. Its 
primary purpose is to help the teacher whose school has no 
library or reference books of any kind except the textbook. 
Unlike most manuals, this one will not make use of a long 
list of references which are usually inaccessible to the teacher. 

It is recommended that the teacher supply herself merely 
with a dictionary, The World Almanac , and any one of the 
many good books containing stories from American history. 

The writer, who is a teacher of Thompson’s A History of 
the People of the United States, will endeavor to show the 
methods she has successfully employed in creating in the 
pupil a love of history, which makes the teaching of it truly 
effective. 

For the inspiration that has prompted the writing of this 
manual, acknowledgment is made to Mr. O. B. Cannon, Su¬ 
perintendent, Newberry, S. C., Schools; Professor Charles L. 
Trabert, Professor of Education, Newberry College, S. C.; 
Dr. A. B. Hart, Emeritus Professor of History, Harvard Uni¬ 
versity; Dr. John K. Warren, Professor of History, College 
of the City of Asheville, N. C. 

Arlie McCain Johnson 


Copyright 1931 
D. C. Heath and Company 


©cn 33119 


JAN 1 2 153! 


ii 


) 



d 

\ 



V 



CONTENTS 

PAGE 


The Teaching of History. 5 

CHAPTER 

I. Finding New Lands in the West.22 

II. Taking over the New Lands.24 

III. The Early English Colonies.25 

IV. England’s Rivals in America.29 

V. Growth of the English Colonies.30 

VI. The English Colonies after 1660.31 

VII. The Struggle between the English and the 

French. 33 

VIII. Life in the Colonies (1763). Settlement of the 

West (1769-1776).34 

IX. Dissension between the Colonies and the 

Mother Country.35 

X. Events Leading to the Revolutionary War . . 36 

XI. The Declaration of Independence.37 

XII. The Struggle for Independence.42 

XIII. After the French Alliance. 44 

XIV. “The Critical Period”.47 

XV. The Country when Washington became Presi¬ 
dent .50 

XVI. Social Life in Washington’s Time. 51 

XVII. Setting the New Government in Motion ... 52 

XVIII. How Foreign Affairs Entangled America ... 54 

XIX. The Struggle for Commercial Rights.55 

XX. Thirty Years of Progress (1790-1820).57 

XXI. How Americans Lived in 1820.58 

XXII. New Neighbors and New Problems.60 

XXIII. The Voice of the People.61 

XXIV. The Southwest and the Northwest.63 

XXV. The United States in 1850.65 

XXVI. Life in 1850. . . '.66 

XXVII. The West and Slavery.67 

XXVIII. The South forms a Separate Government. . . 68 

XXIX. Early Events of the War of Secession (1861- 

1862).69 

iii 


























IV 


CONTENTS 


CHAPTER PAGE 

XXX. Foreign Complications, Emancipation, Conscrip¬ 
tion. 72 

XXXI. How the Union Forces Won (1863-1865). ... 73 

XXXII. Life in the Confederacy. 74 

XXXIII. Reconstruction and Reunion.75 

XXXIV. Foreign Relations; Financial Affairs.76 

XXXV. The Growth of the Country.77 

XXXVI. The Age of Steel and Electricity.78 

XXXVII. Government and Business.78 

XXXVIII. Europe in the Nineteenth Century.79 

XXXIX. War with Spain.80 

XL. The United States a World Power.82 

XLI. The Government and the People.83 

XLII. Germany Seeks to Dominate the World. ... 84 

XLIII. The World War. 84 

XLIV. The United States in the World War .... 85 

XLV. The Free Nations Triumphant.85 

XLVI. The Opening of a New Era.87 
















THE TEACHING OF HISTORY 


THE APPROACH 

The main desideratum in teaching history is the creating 
in the pupil of the historical attitude, for around this atti¬ 
tude everything else must be built. The method, therefore, 
of approaching the lesson is of prime importance. The 
method should vary from day to day, because the class 
must constantly be given new thoughts and new impres¬ 
sions. In varying the method, however, it should be re¬ 
membered that the aim always should be to create the 
historical attitude. Here are some effective ways of ap¬ 
proaching the lesson: 

1. The simple lecture on the lesson by the teacher. 

2. The dramatization of the lesson. 

3. The use of problems and projects. 

4. The reading, by the teacher, of stories or poems bearing on 
the events of the period to be studied. 

5. The graphic method: pictures imagined from a study of the 
lesson are drawn on the blackboard by the teacher. (See ex¬ 
ample of graphic method in treatment of the Gold Rush on 
page 65 of this manual.) 

Current happenings outside the classroom are often 
brought up by the children and, especially if the happenings 
be local, all will wish to talk about them. The teacher will not 
be going astray in allowing the children to discuss these hap¬ 
penings if she can correlate them with the lesson. Usually 
this is possible. For instance, the writer has said on such an 
occasion, “You have heard what John has told us; is that 
history?” Mary answers, “That is history.” Teacher, 
“Why?” Mary replies, “Because Professor Henry Johnson 
says that everything that ever happened is history.” 

OUTLINES 

No matter how interesting the above plan may seem, the 
first few lessons should be confined to the textbook and how 

5 


6 


TEACHER’S MANUAL 


best to study it. Making use of the best suggestions from 
the pupils, coupled with a few from the teacher, we have the 
beginning of an outline of how to study history. These first 
suggestions, of course, are for trial only, and it will be several 
days before the permanent outline can be completed. Chil¬ 
dren learn very soon how to make an outline, and after a 
little practice they should make their own easily. The 
teacher, obviously, should always supervise, and, when nec¬ 
essary, assist in the work. 

It is well to keep in mind also that the outline, to serve its 
purpose best, should not be made until the chapter or the 
period has been studied. There is a danger, otherwise, that 
only the outlined parts will be learned. 


THE NOTEBOOK 

Every pupil should have a notebook in which to write his 
outlines. It should be his to use throughout the year, and 
he should be allowed freedom to put in the outline what he 
considers important events or interesting material bearing on 
the lessons. Let the pupil understand that his notebook 
will be considered in his monthly grading, that its accuracy 
and neatness will help to raise his mark, and his interest in 
the notebook and its outlines will increase. It will also add 
interest for him to round out his outlines by pasting into his 
notebook clippings and pictures of his own finding. The 
best time to have the pupils make their outlines and paste 
in the results of their cuttings from magazines and news¬ 
papers is every Friday. 


CORRELATING GEOGRAPHY 

From the very first, pupils should be made to correlate 
history with geography by the association of events with 
places. Hence, throughout the year, constant use must be 
made of maps. There is no need for maps other than those 
found in Thompson’s A History of the People of the United 
States. In this textbook are forty-four splendid maps of 
such character that the use of other charts would be super¬ 
fluous. Since the plan of map study accompanying history 


TEACHER’S MANUAL 


7 


study is so important, frequent reference is made in this 
manual to the maps appearing in the textbook. 

ASSIGNMENT OF LESSONS 

Assignment of lessons is one of the most important phases 
of teaching. Assignments should always be clear and definite. 
There should be no chance for the pupils not to understand 
exactly what they are expected to do. Study questions or 
topics for the next lesson should be written on the black¬ 
board, and pupils required to copy them in their notebooks. 
If special work is given for individual reports, the pupils 
concerned ought to be told exactly where they can secure 
material for the assignments; they should be made 'to 
realize that they will be held responsible for their reports. 
Assignments are perhaps best made at the beginning of the 
class period when abundant time may be given to this im¬ 
portant part of the work. To insure the attention of the 
group to the assignment ask a pupil to repeat it either after 
the next day’s lesson has been given out or at the end of the 
recitation. If inattentive pupils are detained after school 
and then asked to repeat the assignment, attention to lesson 
announcements in the future will be secured. 

THE RECITATION 

The recitation should take a variety of forms: the study 
lesson with books open; the lecture; the graphic or topical 
plan; the review, drill, or test. Then, too, the semi-socialized 
recitation has its advantages. Often special programs should 
be arranged with reports on subjects that have been previ¬ 
ously assigned. Along with such reports the reading of 
clippings from newspapers and magazines will be found help¬ 
ful. The pupils should bring pictures and historical relics 
gathered with reference to the lesson. Such a program plays 
a large part in creating in the pupils a real love for history. 
In the writer’s own school a number of pupils have made 
personal collections of pictures and material which concern 
historical subjects, and she now has in her possession many 
relics, the gifts of interested pupils of former classes, and with 
each relic is woven a story. 


8 


TEACHER’S MANUAL 


CLASS SCRAPBOOK 

It is always interesting to have a class scrapbook in which 
the clippings of the group may be kept. Perhaps the clip¬ 
pings will not always bear upon the lesson, but those that do 
not should be welcomed for their indication of interest on 
the pupil’s part. 

PROGRAMS FOR ANNIVERSARIES 

Lesson programs should be arranged in observance of 
holidays set aside to commemorate noted characters or 
events. It is desirable to make such assignments a week in 
advance if it be possible to do so. The pupils should be 
allowed to take charge of the program and to select their 
chairman and other participants. The pupils learn in this 
way something of parliamentary law as they progress with 
their history lesson. 

USE OF BLACKBOARD 

1. If the teacher will carry a piece of chalk in her hand 
during the recitation, she will soon find that the chalk is 
doing the talking by her drawing original, but simple, dia¬ 
grams on the blackboard to explain the meaning of the text. 
As an illustration see treatment of the Missouri Compromise 
on page 59 of this manual. It has been found that the pupils 
will often reproduce the simple diagrams in their tests and 
even in their examinations, thus proving that the blackboard 
illustrations have made a deep impression. 

2. Another profitable use of the blackboard is the placing 
on the board of a list of events, dates, names of characters, 
and names of places. From this list the pupils may take 
five topics and associate with each topic five things. This 
exercise gives a lesson in the association of ideas. 

3. The blackboard may be used to advantage in still an¬ 
other way. At the beginning of the recitation certain pupils 
may be given questions to answer on the board. While the 
teacher and the rest of the class proceed with the lesson, 
these pupils at the board write their answers, sign their 
names, and return to their seats. At the close of the recita¬ 
tion their work is checked. 


TEACHER’S MANUAL 


9 


COMPOSITIONS 

At frequent intervals throughout the year, the pupils 
should write compositions concerning persons or events 
about which they have studied. The composition affords 
the teacher an excellent opportunity to stress accuracy and 
neatness. 


REVIEWS AND DRILLS 

Reviews and drills are profitable when conducted in a 
systematic manner. Of course, some reviewing is necessarily 
done each day, but experience shows that pupils derive more 
profit from a review when it takes the form of a dramatiza¬ 
tion or of a game. When children are allowed to act the 
events depicted in history, their interest is keenest. Several 
forms of games useful for the purpose of review may be 
mentioned. 

1. A history contest may be conducted in the same 
manner as the old-time spelling match. 

2. The question box offers interesting opportunities. The 
teacher may deposit questions in the box and allow each 
pupil to draw from it one which he must answer. (Note: 
The teacher may use original questions or the questions in 
the textbook.) 

3. Each pupil may deposit in the box a question of his 
own making. In case a pupil selects, by accident, his own 
question in the drawing, he may return it to the box and 
draw another. Instead of passing the box around the room, 
it is more effective to have the pupils go, one at a time, to 
the teacher’s desk, each drawing a question and answering 
it before returning to his seat. 

4. The punch board is another effective device. Use a 
board about 10X14 inches through which have been bored 
holes the size of a lead pencil. The teacher inserts in each 
hole a slip of rolled paper containing a question. The pupil 
advances to the teacher’s desk, punches the board, and 
answers the question before returning to his seat. 

5. The guessing game is excellent for interest and atten¬ 
tion. In this game a pupil thinks of a character or an event 
in history, tells the class some things about it, and then calls 


10 


TEACHER’S MANUAL 


upon a member of the class to tell whom or what he is think¬ 
ing about. For example: John Jones says, “I am thinking 
of a man who persevered and made four great voyages, yet 
died unhonored. Who is this person, Mary Smith?” An¬ 
swer: “Columbus.” (Note: To insure the attention of the 
entire class, the question should be announced before some 
one is called upon to answer it. If Mary Smith is called 
upon to answer the question before it is announced, only 
Mary Smith will listen for the question.) 

6. Another method of review is for the class to choose 
sides and have a debate on some historical question. The 
rules of parliamentary law are followed. 

7. In addition to the foregoing methods a good review 
may always be conducted merely by using the questions 
and projects in the textbook. 


TESTS 


Test papers should be carefully read at home and the mis¬ 
takes corrected by the teacher. They should be returned to 
the children during the class period for their examination 
and noting of errors. Not only is this the best method for 
determining the child’s grade, but it is a help to see the 
progress he is making. Moreover, the child is nearly always 
pleased with his mark when he sees how and why it is given. 
The knowledge that the teacher is reading his paper, check¬ 
ing his mistakes, and is fair, makes a most favorable impres¬ 
sion upon him. To vary the form of the test, the pupil may 
• be required to write a composition at home with the use of 
any textbook in history as a reference. The result will show 
the pupil’s knowledge of the period covered by the compo¬ 
sition. 

The true or false tests present stimulating variations of 
the usual quizzes. For example: 

Post offices increased from seventy-five in Washington’s 
time to thousands in Monroe’s time. 



True? 


False? 


Draw a line through the incorrect answer. 


TEACHER’S MANUAL 


ii 


Pupils like the true or false tests because they are short. 
The tests are also an advantage to the busy teacher because 
they are easy to correct. All teachers should avoid asking 
for more written work than can be read and corrected. 


EXAMINATIONS 

The evaluation of examinations differs in the judgment of 
different school systems. The writer will give only the prac¬ 
tice followed in the system with which she is connected and 
where examinations have been found to be of much value. 
Every pupil in the school is required to stand the examina¬ 
tions which are held twice a year at the close of each semes¬ 
ter. For these examinations all pupils in history study 
the reviews. The examination mark is averaged with the 
monthly grade and is counted as only one-third in the 
grading. The books containing the examinations are care¬ 
fully marked and placed on file in the superintendent’s 
office where they are readily accessible in case a question 
should arise regarding them. 

This concludes a brief survey of the methods that the 
writer has employed for a number of years in the teaching of 
history. It is through these methods that the teaching of 
history has become to her a source of greatest pleasure. It 
is also through these methods that her pupils have sensed 
the historical attitude without which the study of history 
is futile. The gratification that the writer has felt at seeing 
her pupils develop a genuine love for history is immeasurable. 
She feels, too, that she has been particularly fortunate in 
having as her textbook Thompson’s A History of the People 
of the United States. 


DATES 

History cannot be taught without certain dates. A pupil 
of an upper grammar grade should not be like the “Johnny” 
of the following poem. The teacher should read this poem 
to the class to impress it with the importance of knowing 
other dates besides 1492: 


12 


TEACHER'S MANUAL 


JOHNNY'S HIST’RY LESSON 

I think, of all the things at school 
A boy has got to do, 

That studyin’ hist’ry, as a rule, 

Is worst of all, don’t you? 

Of dates there are an awful sight, 

An’ though I study day an’ night, 

There’s only one I’ve got just right — 

That’s fourteen ninety-two. 

Columbus crossed the Delaware 
In fourteen ninety-two; 

We whipped the British fair an’ square, 

In fourteen ninety-two. 

At Concord an’ at Lexington 
We kept the redcoats on the run, 

While the band played “Johnny, Get Your Gun,” 
In fourteen ninety-two. 

Pat Henry, with his dyin’ breath — 

In fourteen ninety-two — 

Said, “Gimme liberty or death!” 

In fourteen ninety-two. 

An’ Barbara Frietchie, so ’tis said, 

Cried, “Shoot, if you must, this old gray head, 
But I’d rather ’twould be your own instead,” 

In fourteen ninety-two. 

The Pilgrims came to Plymouth Rock 
In fourteen ninety-two, 

An’ the Indians standin’ on the dock 
Asked, “What are you goin’ to do?” 

An’ they said, “We seek your harbor drear 
That our children’s children’s children dear 
May boast that their forefathers landed here 
In fourteen ninety-two.” 

Miss Pocahontas saved the life — 

In fourteen ninety-two — 

Of John Smith, an’ became his wife 
In fourteen ninety-two. 

An’ the Smith tribe started then an’ there 
An’ now there are John Smiths ev’rywhere, 


TEACHER’S MANUAL 


13 


But they didn’t have any Smiths to spare 
In fourteen ninety-two. 

Kentucky was settled by Daniel Boone 
In fourteen ninety-two, 

An’ I think the cow jumped over the moon 
In fourteen ninety-two. 

Ben Franklin flew his kite so high 
He drew the lightning from the sky, 

An’ Washington couldn’t tell a lie 
In fourteen ninety-two. 

— Nixon Waterman.* 

INDISPENSABLE DATES 

1492. Columbus discovered America. 

1497. John Cabot discovered North American continent. 
1522. Magellan’s vessel sailed around the world. 

1607. First permanent English settlement in America made 
at Jamestown, Virginia. 

1619. I. Boatloads of English women came to Jamestown. 

II. First legislative body in America met at James¬ 
town. Forbade the Governor’s levying taxes with¬ 
out its consent. 

III. Negro slavery introduced into Virginia. 

1620. First permanent settlement in New England made by 
Pilgrims at Plymouth. 

1 733. Settlement of Georgia — the last of the English col¬ 
onies in what is now the United States. 

1754. Beginning of the French and Indian War. The 
French driven by the English from North America. 

1775. Beginning of the Revolutionary War. 

1776. Thirteen English colonies in America proclaimed their 
independence through the Declaration of Independ¬ 
ence. 

1789. Constitution ratified. 

1803. Louisiana Purchase. 

1812. Second war with Great Britain. 

1820. Missouri Compromise. 

* From A Rose to the Living by Nixon Waterman. Chappie Pub¬ 
lishing Company, Boston, Mass. 


14 


TEACHER’S MANUAL 


1823. Monroe Doctrine announced. 

1861. Beginning of the War of Secession — “An inde¬ 
structible Union composed of indestructible States.” 
1863. Proclamation of Emancipation issued. 

1898. Spanish-American War. Possessions in distant seas 
acquired. 

1918. World War ended. 


EXAMPLES OF OUTLINES 

THE SPIRIT OF INDEPENDENCE 

“United we stand, divided we fall.” 

I. The English people, lovers of liberty and builders of 
homes 

A. Fought for their liberty in England 

B. In parliament 

C. In the church 

II. The first lawmaking body in America met at James¬ 
town, Virginia, in 1619. Law made to keep the Gov¬ 
ernor from levying taxes without consent of the 
assembly 

III. The landing of the Pilgrims at Plymouth 

A. Seeking to worship God in their own way 

B. The Mayflower Compact 

C. The town meeting 

IV. Religious freedom 

A. Maryland and her Toleration Act 

B. Rhode Island a haven for all religions 

V. Wars with the French: the driving of the French from 
North America made the English colonies feel less in 
need of British protection 

VI. The colonies resist unjust taxation 

VII. The Revplutionary War 

A. The Declaration of Independence adopted on the 
fourth day of July, 1776, in the city of Phila¬ 
delphia 

B. The United States throws off British rule 
IX. The War of 1812: freedom of the seas 


TEACHER’S MANUAL 


IS 


X. The War of Secession: the freeing of the slaves 

A. The Emancipation Proclamation 

B. The Thirteenth, Fourteenth, and Fifteenth 
Amendments to the Constitution 

XI. The War with Spain: the freeing of Cuba 

XII. The World War: making the world safe for democracy 

EARLY ENGLISH SETTLEMENT 

VIRGINIA 
Year: 1607 

Place: Jamestown, on the James River 
Aim: To gather wealth from the New World 
People: English 

PROMINENT PERSONS: 

1. John Smith 

2. Pocahontas 

3. John Rolfe 
happenings : 

1. First permanent English settlement in America 

2. “No work, no eat” 

3. The ‘ ‘ Starving Time ’ ’ 

4. Planting of tobacco 

5. First legislature (1619) 

6. Boatloads of women (1619) 

7. Introduction of negro slavery (1619) 

MASSACHUSETTS 
Year: 1620 
Place: Plymouth 

Aim: A place to worship God in the way the settlers wished 
People: Pilgrims and Puritans from England 

PROMINENT PERSONS: 

1. John Winthrop 

2. Miles Standish 

3. Priscilla Mullens 

4. John Alden 
happenings: 

1. Mayflower Compact: “In ye name of God, Amen: 
We, whose names are under written, the loyall sub- 


i6 


TEACHER’S MANUAL 


jects of our dread soveraigne Lord, King James, by ye 
grace of God, of Great Britaine, France and Ireland, 
King, defender of ye faith, &c., haveing undertaken, 
for ye glorie of God, and advancements of ye Christian 
faith, and Honour of our king & countrie a voyage to 
plant ye first colonie in ye Northerne parts of Virginia, 
doe, by these presents, solemnly & mutually, in ye 
presence of God, and one. of another, covenant & 
combine ourselves together into a civill body politick, for 
our better ordering & preservation & furtherance of 
ye ends aforesaid; and by vertue hereof to enacte, con¬ 
stitute, and frame such just & equall lawes, ordinances, 
actes, constitutions, & offices, from time to time, as 
shall be thought most meete & convenient for ye 
generall good of ye Colonie, unto which we promise all 
due submission and obedience. In witness whereof we 
have hereunder subscribed our names at Cape-Cod ye 
ii, of November, in the year of ye raigne of our 
soveraigne lord, King James, of England, France & 
Ireland Ye 18, and of Scotland ye fiftie-fourth. 
Ano. Dom. 1620 

2. Friendship with the Indians 

3. Puritan religious worship 

4. First Thanksgiving in America 

THE ORIGINAL THIRTEEN COLONIES 

(1) Virginia 

(2) New York 

(3) Massachusetts 

(4) New Jersey 

(5) New Hampshire 

(6) Maryland 

(7) Connecticut 

(8) Rhode Island 

(9) Delaware 

(10) North Carolina 

(11) South Carolina 

(12) Pennsylvania 

(13) Georgia 


TEACHER’S MANUAL 


17 


THE CONSTITUTION 

THE CONSTITUTIONAL CONVENTION 

I. Place of meeting 

II. Time of meeting 

III. Aim 

IV. Members 

V. Reports 

VI. Factions formed 

1. Those who approved of a strong central gov¬ 
ernment 

2. Those who approved of strong state govern¬ 
ments 

1. Small states desired equal representation in 
central government 

2. Large states claimed representation should be 
based on population 

1. Commercial states wished commerce to be 
regulated by central government 

2. Some of the agricultural states wished the 
slave trade to continue 

VII. Compromises 

For general plan of Constitution refer to the textbook. 
Note to Teacher: The Constitution appears in full in 
the appendix to the textbook. Do not have the pupil mem¬ 
orize the Constitution. Rather let him get merely the 
meaning of its more important provisions. For example: 
The Thirteenth Amendment freed the Negro. 

The Fourteenth Amendment made him a citizen. 

The Fifteenth Amendment gave him the right to vote. 

BACKGROUND FOR STUDY OF THE 
SLAVERY QUESTION 

The North and the South had many good reasons for their 
differences of opinion concerning slavery. 

I. A N ew England colony had the following characteristics: 

A. Climate: cold 

B. Soil: rocky 


A. 


B. 




TEACHER’S MANUAL 


C. Industries: small farming, fishing, commerce 

D. Work: often hard 

E. Slavery: on account of climate and soil not 
profitable 

F. Religion: Separatists from Church of England 

G. Place of living: small town 

H. Social life: because of Puritan belief, no gayety 

I. Education: obtained from public schools 

II. The conditions in a Middle colony were less severe 
than those in New England, yet in the Middle colonies 
soil, climate, industrial life, and social life were not 
favorable to slavery. 

III. A Southern colony bore striking contrast to a New 
England colony: 

A. Climate: mild 

B. Soil: fertile 

C. Industry: agriculture 

D. Work: easier than in the North 

E. Slavery: because of climate and soil, profitable 

F. Religion: Church of England 

G. Place of living: large plantation 

H. Social life: gay 

I. Education: from private teachers 

Note to Teacher: With this background the study of 
the slavery question may be begun. Care should be taken, 
from the very beginning of the study of this all-important and 
disturbing question, to inculcate in the pupil the spirit of 
tolerance. Give both sides and impress upon the pupil that 
one person has as much right to his opinion as another. 
Above all, the teacher should not take sides. 


SOME SHIPS IN AMERICAN HISTORY 


Santa Maria 

Pinta 

Nina 

Victoria 

Susan Constant 


God-Speed 

Discovery 

Mayflower 


Bon Homme Richard 
Serapis 


TEACHER’S MANUAL 


19 


Clermont 
Leopard 
Chesapeake 
Little Belt 
President 
Constitution 
Savannah 
Star of the West 


Trent 

San Jacinto 
Monitor 

Merrimac (Virginia) 

Alabama 

Kearsage 

Maine 

Lusitania 


INVENTIONS AND DISCOVERIES 
BY AMERICANS 

Cotton gin: Eli Whitney 
Steamboat: Robert Fulton 
Reaper : Cyrus H. McCormick 
Telegraph: Samuel F. B. Morse 

Use of ether as an anaesthetic: Dr. Crawford W. Long 

Vulcanizing rubber: Charles Goodyear 

Sewing machine: Elias Howe 

Revolving printing press: Richard M. Hoe 

Telephone: Alexander Graham Bell 

Incandescent electric light: Thomas A. Edison 

Airbrake: George Westinghouse 

Electric street car: Frank Julian Savage 

Typewriter: C. L. Sholes 

Submarine: John Philip Holland 

Aeroplane: Wilbur and Orville Wright 

PERSONAL CHARACTERISTICS 

In studying biography the pupil should consult this list for 
words to describe the person’s character. Let the pupil add 


twenty new words to the list: 

kind rough poor 

gentle tough lovable 

loyal soft brave 

broad-minded sympathetic cruel 

hard-headed grateful hostile 

great jovial hospitable 

strong rich 


20 


TEACHER’S MANUAL 


WORDS, TERMS, AND PHRASES 

Every pupil of an upper grammar grade should know the 
meaning of: 


Sea of Darkness 


slavery 

circumn a vigated 

volunteers 

Corsairs 

Huguenots 

Croatoan 

Lost Colony 


sovereign 

treachery 

astounding 

despairing 

Valladolid 


Pascua Florida 


London Company 
Plymouth Company 
The Netherlands 
common storehouse 
Non-Conformists 
Separatists 

First Exiles for Conscience’ Sake 

compact 

town meeting 

Toleration Act 

buccaneers 

patroons 

heart of the continent 

why the English excelled as colonizers 

“All roads that lead to God are good.” 

Restoration 

Puritans 

somber life 

intolerance 


Navigation Acts 
Grand Model 
Tuscaroras 
Bacon’s Rebellion 
Quakers 


Writs of assistance 

Parson’s Cause 

Who was the Unwise King? 

Parliament 

Stamp Act 


Scotch Highlanders 
royal colony 
redemptioners 
bonded white servants 
colonial government 


Townshend Acts 
Five Intolerable Acts 
Whigs 
Tories 

Continental Congress 


TEACHER’S MANUAL 


21 


evacuation 

Declaration of Independence 
demoralized 
partisan warfare 
Swamp Fox 
treaties of peace 

Articles of Confederation 
State of Franklin 
Congress 
indigo plant 
whipping post 

Inauguration 
sectional differences 
autocracy 
democracy 
impressment 
Alien and Sedition Laws 
embargo 

Nonintercourse Act 
Hartford Convention 
finances 
populous 

Industrial Revolution 
Era of Good Feeling 

Freedman’s Bureau 
vagrancy laws 
Reconstruction 
Loyal League 
Ku Klux Klan 
carpetbaggers 
scalawags 
a strike 

Policy of Blood and Iron 
Pan-Germanism 
Triple Alliance 
Triple Entente 
Second Line of Defense 
protocol 


winter of gloom 
French Alliance 
armed neutrality 
Turn of the Tide 
Game Cock 


compromise 

man of the people 

spoils system 

Great American Desert 

“Forty-niners” 

Fugitive Slave Law 
squatter sovereignty 
11 Bleeding Kansas ’ ’ 
personal liberty laws 
secession 
Trent affair 

Proclamation of Emancipation 
conscription 

“Whiskey Ring” 
panic 

the Initiative 
the Referendum 
the Recall 


armistice 

League of Nations 
arbitration 
disarmament 
World Court 


stocks 

pillory 

counterfeiting 

harpsichord 


22 


TEACHER’S MANUAL 


CHAPTER I 

FINDING NEW LANDS IN THE WEST 

Material: Maps (in textbook) and compass. 

Discussion: Take up with the class the need for geo¬ 
graphical knowledge were a person making the voyage of 
Columbus. Ask these questions: 

i ; Why would he need a compass ? 

2. Why does a Boy Scout need a compass? 

3. Compare the spirit of Columbus and the spirit of Lind¬ 
bergh, and contrast the plans of these two adventurers. 

4. Did Lindbergh use a compass? 

Have the pupils observe closely the picture of Columbus 
and Isabella, on page four of the textbook, and the picture 
of the caravels of Columbus, on page five. Have the pupils 
bring pictures of ships to the class and contrast these ships 
with those of Columbus. 

Project: 

1. Draw on the blackboard an outline of each of the 
voyages of Columbus and write against each the result 
of the voyage. 

2. Name some of the souvenirs that Columbus could have 
brought back from his voyages. 

3. Introduce the Indians through pictures, relics, clothing, 
or any other article that may be procured which per¬ 
tains to Indians. 

Dramatization: The first meeting of Indians and white 
men. Let some of the boys represent Columbus and his 
crew and others represent Indian warriors; let girls rep¬ 
resent the squaws. Columbus, surrounded by his crew, 
kneels to give thanks while the warriors and squaws stand 
at a distance peeping at them in wonder and awe. The 
white men and the Indians carry on a conversation by 
making signs. 

Three things to remember in every lesson: 

(1) The persons you meet 

(2) The places you visit 

(3) New words 


TEACHER’S MANUAL 


23 


COLUMBUS 

Behind him lay the gray Azores, 

Behind the gates of Hercules; 

Before him not the ghost of shores, 

Before him only shoreless seas. 

The good mate said: “Now must we pray, 

For lo! the very stars are gone. 

Brave Adm’r’l, speak; what shall I say?” 

‘ ‘ Why, say: 1 Sail on! sail on! and on! ’ ” 

“My men grow mutinous day by day; 

My men grow ghastly, wan, and weak.” 

The stout mate thought of home; a spray 
Of salt wave washed his swarthy cheek. 

“What shall I say, brave Adm’r’l, say, 

If we sight naught but seas at dawn?” 

“Why, you shall say at break of day: 

'Sail on! sail on! sail on! and on!’ ” 

They sailed and sailed, as winds might blow, 

Until at last the blanched mate said: 

“Why, now not even God would know 
Should I and all my men fall dead. 

These very winds forget their way, 

For God from these dread seas is gone. 

Now speak, brave Adm’r’l; speak and say —” 

He said: “Sail on! sail on! and on!” 

They sailed. They sailed. Then spake the mate: 

“This mad sea shows his teeth to-night. 

He curls his lip, he lies in wait, 

With lifted teeth, as if to bite! 

Brave Adm’r’l, say but one good word: 

What shall we do when hope is gone?” 

The words leapt like a leaping sword: 

“Sail on! sail on! sail on! and on!” 

Then, pale and worn, he kept his deck, 

And peered through darkness. Ah, that night 
Of all dark nights! And then a speck — 

A light! a light! a light! a light! 

It grew, a starlit flag unfurled! 

It grew to be Time’s burst of dawn. 

He gained a world; he gave that world 
Its grandest lesson: “On! sail on!” 

— Joaquin Miller. 


24 


TEACHER’S MANUAL 


CHAPTER II 

TAKING OVER THE NEW LANDS 
Use Maps in Textbook 

Discussion: 

1. What, do you think, are some of the reasons for the 
United States’ growing from a few states to forty-eight? 

2. Who were the Spaniards? 

3. Have any of you children ever seen a Spaniard? Who? 
Where? When? 

4. Be prepared to tell something about each person you 
meet in your lesson today and count the number of 
places you visit. 

Problem I: 

a. Locate Florida on the map on page 8.* 

b. See the picture of a monument to Magellan on 
page 18. 

c. Why do you suppose a monument was raised in his 
honor? 

d. What did this man do? 

Problem II: 

a. How many of you know anything about the Missis¬ 
sippi River? What? 

b. Do you suppose this river is a good place to 
fish? 

Project: Look at the map on page 19 and say how many 
miles you think you would have to travel from your home to 
fish in this river. 

To the Teacher: 

1. By a drawing on the blackboard explain the globe cir¬ 
cumnavigated. 

2. Introduce the Negro and compare and contrast him 
with the Indian, showing why he made a more de¬ 
sirable slave. 

* All references to pages will, unless otherwise indicated, refer to 
pages of the textbook. 


TEACHER’S MANUAL 


25 


3. Introduce the French, the Dutch, and the English, 
and give a reason why each came to America. 

Dramatization: Let the pupils reproduce Raleigh’s Lost 
Colony; or let several of them tell the story. Avoid over¬ 
working the best pupils. 


CHAPTER III 

THE EARLY ENGLISH COLONIES 

From this chapter we can add to our list of ships the 
Susan Constant , the God-Speed , and the Discovery. 

Virginia’s most prominent citizen: Captain John Smith 

1. Soldier 

2. Adventurer 

3. Member of the Colonial Council 

4. Good man 

5. Friend of the Indians 

6. Organized the common storehouse 

7. His “no work, no eat” order 

8. Wounded by gunpowder explosion 

9. Returns to England 

10. “ The Starving Time ” 

Write these headings on a blackboard and require the 
pupils to use them in preparing compositions to be handed in 
the next day. 

Dramatization: The landing of shiploads of women gives 
a splendid opportunity to dramatize a lovely picture. The 
boys, who take the part of the settlers, wait in the room for 
the boats to reach land. Each boy carries a package in 
which is supposed to be the tobacco with which he is to 
pay the passage across the ocean of his future wife. The 
girls, who are to take the part of the women, come into the 
room from the hall outside. As they enter through the door, 
one by one, they tiptoe as if descending a plank from a boat 
to the bank of a river. The men then select their mates. 
As was the case in reality, each woman has the privilege of 


26 


TEACHER’S MANUAL 


refusing any or all offers. The use of the following quotation 
from Owen Meredith, as the women are landing, serves to 
paint an everlasting picture on the minds of the children: 

“We may live without friends; we may live without books, 

But civilized man cannot live without cooks.” 

While on the study of early Virginia, it will be well to 
have a “tobacco lesson.” If the school be located in a 
tobacco-raising section, refer to the day’s prices on the local 
market. 

The first legislature in America: 

a. Representatives: burgesses 

b. Governor could not levy taxes without consent of the 

legislature 

Let the teacher, standing at the window, imagine that she 
sees a small Dutch war vessel landing at the river out there 
at Jamestown. She gazes to see who will land. She says, 
“They are Negroes,” and then proceeds to count twenty 
Negroes. “Just that alone is nothing to cause excitement, 
but, children, it is the beginning of African slavery among 
the English in America.” 

1. Why did the Indians become hostile to the colonists? 
See text, page 36. 

2. A royal colony is one ruled by a king. Did Virginia 
become a royal colony? Why and how? 

Problems: 

1. Puritans were of two classes: (a) Separatists,^) Non¬ 
conformists. Children, turn to page 37 and note the 
difference between “a” and “6.” Be able to explain 
tomorrow. 

2. Englishmen, after going to Holland to escape religious 
persecution, remained there ten years. Give three 
reasons for their leaving Holland. 


FURTHER COLONIZATION 

The Mayflower landed at Plymouth, December 21, 1620. 
Colony began with the people’s governing themselves. 
What was the Mayflower Compact? See page 38. 


TEACHER’S MANUAL 


27 


Project: 

1. Prove that the Pilgrims were a brave people. 

2. When the Mayflower returned to England in the spring, 
how many of the survivors went with her ? See page 39. 

Maryland and the “Toleration Act.” See comments on 
page 30 of this manual regarding the discussion of religious 
matters! 

Note to Teacher: The class having studied this chapter 
without reference to the questions in the textbook should 
next review these questions. Then select five of them for 
use in a written lesson. 

ODE TO JAMESTOWN 
(extract) 

I hear the angry ocean rave, 

I see the lonely little bark 
Scudding along the crested wave, 

Freighted like old Noah’s ark, 

As o’er the drowned earth ’twas hurled 
With the forefathers of another world. 

I see the train of exiles stand, 

Amid the desert, desolate, 

The fathers of my native land, 

The daring pioneers of fate, 

Who braved the perils of sea and earth, 

And gave a boundless empire birth. 

I see the sovereign Indian range 
His woodland empire, free as air; 

I see the gloomy forest change, 

The shadowy earth laid bare; 

And where the red man chased the bounding deer, 

The smiling labors of the white appear. 

I see the haughty warrior gaze 
In wonder or in scorn, 

As the pale faces sweat to raise 
Their scanty fields of corn, 

While he, the monarch of the boundless wood, 

By sport, or hair-brained rapine, wins his food. 


TEACHER’S MANUAL 


A moment, and the pageant’s gone; 

The red men are no more; 

The pale-faced strangers stand alone 
Upon the river’s shore; 

And the proud wood-king, who their arts disdained, 
Finds but a bloody grave where once he reigned. 

The forest reels beneath the stroke 
Of sturdy woodman’s axe; 

The earth receives the white man’s yoke 
And pays her willing tax 
Of fruits, and flowers, and golden harvest fields, 

And all that nature to blithe labor yields. 

The growing hamlets rear their heads, 

And gathering crowds expand, 

Far as my fancy’s vision spreads, 

O’er many a boundless land, 

Till what was once a world of savage strife 
Teems with the richest gifts of social life. 

— James Kirk Paulding. 

THE LANDING OF THE PILGRIM FATHERS 
IN NEW ENGLAND 

The breaking waves dashed high 
On a stern and rock-bound coast, 

And the woods against a stormy sky 
Their giant branches tossed; 

And the heavy night hung dark 
The hills and waters o’er, 

When a band of exiles moored their bark 
On the wild New England shore. 

Not as the conqueror comes. 

They, the true-hearted, came; 

Not with the roll of stirring drums, 

And the trumpet that sings of fame; 

Not as the flying come, 

In silence and in fear; — 

They shook the depths of the desert gloom 
With their hymns of lofty cheer. 


TEACHER’S MANUAL 


29 


Amidst the storm they sang, 

And the stars heard, and the sea; 

And the sounding aisles of the dim woods rang 
To the anthem of the free! 

The ocean eagle soared 

From his nest by the white waves’ foam, 

And the rocking pines of the forest roared — 

This was their welcome home! 

There were men with hoary hair 
Amidst that pilgrim band; 

Why had they come to wither there, 

Away from their childhood’s land? 

There was woman’s fearless eye, 

Lit by her deep love’s truth; 

There was manhood’s brow serenely high, 

And the fiery heart of youth. 

What sought they thus afar? 

Bright jewels of the mine? 

The wealth of seas, the spoils of war? — 

They sought a faith’s pure shrine! 

Ay, call it holy ground, 

The soil where first they trod. 

They have left unstained what there they found — 
Freedom to worship God. 

— Felicia Hemans. 


CHAPTER IV 

ENGLAND’S RIVALS IN AMERICA 

1. Have the pupils look at the map on page 47. Why were 
the West Indies important? 

2. Spain had claims to the New World through discovery, 
exploration, and the gift of the Pope. Discuss the im¬ 
portance of these claims. 

3. You have met the corsairs in another lesson. Today 
you meet the buccaneers, and the patroons. I want 


, TEACHER’S MANUAL 

you to tell me which of the three you had rather be: 
a corsair, a buccaneer, or a patroon. Give reasons for 
your answer. 

4. Why did the Spaniards come to America? To hunt 
for gold and silver. 

5. Why did the French come? To hunt for furs and skins. 

6. Why did the Dutch come? Like the French, to hunt 
for furs and skins. 

7. Why did the English come? To build homes. 


CHAPTER V 

GROWTH OF THE ENGLISH COLONIES 

“The English had come to America to build homes, and 
only on homes can nations be solidly built.” 

THE ENGLISH 

I. Aims 

A. To worship God as they wished 

B. To escape political persecution 

C. To better their living conditions 

II. Results 

A. Freedom made possible 

B. Homes built 

1. Settlements in New England and the Middle 
Colonies 

2. Plantations in the South 

C. English ready to defend their homes 

III. Chief Industries 

A. Agriculture 

B. Commerce 

C. Fishing 

D. Shipbuilding 

IV. Result: Ability of the English colonists to live at home 

Note: If the question of personal religion has not already 
risen it will not fail to appear when Roger Williams and 


TEACHER’S MANUAL 


3i 


Rhode Island come up for discussion. If the teacher be wise 
she will not permit any arguments about religion among the 
children of her class. An effective maxim for her to drill 
into her pupils is, “All roads that lead to God are good.” 

Picture to the class Roger Williams as a friend of the 
Indians. Get from any book of history stories the tale of 
Roger Williams’ flight into the wilderness. 

1. What was the Restoration? 

2. Who were the Cavaliers ? 

3. What were the ‘ ‘ bouweries ’ ’ ? 

4. Be sure to notice the pictures in this chapter. Make a 
list of the persons you met in this lesson and write a 
sentence about each. 

Note: The teacher is cautioned again that the pupil 
should write his own outline with her supervision and help, 
and that the best time to have the outline made is after the 
chapter or period has been studied. See page 6 of this man¬ 
ual. 


CHAPTER VI 

THE ENGLISH COLONIES AFTER 1660 

Project: Let the clas£ read the lesson silently and, when all 
have finished, send several of the pupils, without their books, 
to the blackboard to write some of the facts they remember 
having just read. Facts like these will be put on the board: 

“For three days the tomahawk spared neither sex nor age.” 

“During King Philip’s War twelve towns in the Plymouth 
and Massachusetts Colonies were totally destroyed and forty 
others suffered the miseries of Indian warfare.” 

Teach children to read with a view to getting the most 
important facts. Teach them to condense their statements. 

The English and the Dutch became unfriendly and the 
Dutch finally surrendered New Netherland to the English. 

1. Tell the story of the beginning of the Carolinas — how 
Charles II gave the country south of Virginia to eight 
of his friends, and how from the settlement on Albe- 


3 2 


TEACHER’S MANUAL 


marie Sound grew the colony of North Carolina and 
from the settlement on the Ashley River grew the 
colony of South Carolina. 

2. Outline the early life of the people of North Carolina 
and the early life of the people of South Carolina. 

Dramatization: Have nine boys act the scene of Charles II 
giving Carolina to eight of his friends. 

Problem: Have the children notice carefully the picture on 
page 73, decide which character represents Bacon, and dis¬ 
cuss his rebellion. Have them look on page 74 and find out 
what King Charles said when he heard of Berkeley’s vin¬ 
dictive work. 

1. Persecution in England renewed. Show the intolerance 
of the Conventicle Act. 

2. Explain the Five Mile Act and tell how the famous 
author, John Bunyan, lay for twelve years in prison 
because he would not obey this Act and the Conventicle 
Act. It would be appropriate to pass among the pupils 
a copy of The Pilgrim's Progress and tell them that 
Bunyan began this masterpiece while he was in prison. 

3. Conduct the lesson on the Quakers as a “Friend’s les¬ 
son.” Let it be wrong for either pupil or teacher to 
address anyone except as “Friend Johnson,” or ‘‘Friend 
Mary, ’ ’ or simply as ‘ ‘ Friend. ’ ’ Should the teacher for¬ 
get the rule and ask a question without addressing the 
pupil as “Friend John,” then John should have the 
right to pass the question, without answering it, on to 
“Friend Mary.” 

4. Read the story of William Penn to the class and have 
them make a study of - Penn. 

5. Tell the story of the Salem witchcraft. Let the children 
tell witch stories. It is surprising how many children 
still believe in witches. Only recently a small boy told 
the writer that his grandmother is a witch. When he 
was asked why he thought so, he replied, “Because 
when she comes into the kitchen the cakes won’t rise 
and the butter won’t come.” The teacher should 
carry on by explaining to the pupils that there are no 


TEACHER’S MANUAL 


33 

such things as witches, and that intelligent people no 
longer believe in witchcraft. 

6. While other English colonies were settled for religious 
or commercial reasons, Georgia was settled through the 
desire of James Edward Oglethorpe to relieve honest 
men who were confined in prisons in England merely 
because they could not pay their debts. Georgia pres¬ 
ently became a royal colony. What is a royal colony? 


CHAPTER VII 

r 

THE STRUGGLE BETWEEN THE ENGLISH AND 
THE FRENCH 

Project: Read this lesson orally. Let each pupil write a 
list of the places mentioned and then, turning to page 86, 
examine the map showing the explorations of the French. 

The policy of preventing one nation from becoming too 
strong at the expense of others is known as “maintaining 
the balance of power.” 

I. England and France at War 

A. King William’s War 

B. Queen Anne’s War 

C. King George’s War 

D. French and Indian War 

II. Result: The French driven from the continent of 
North America 

On page 91 will be found an instructive picture. It is en¬ 
titled, “Join or die,” and is a picture of a snake separated 
into thirteen pieces, each piece representing an English 
colony. Franklin’s plan was to join these together. 

Project: Let pupils draw the disjointed snake on the 
blackboard. Quote “United we stand, divided we fall.” 

Jealousy between the crown and the colonies prevented 
Franklin’s plan of union of the colonies from being adopted. 

After a thorough study of this chapter, refer to the ques¬ 
tions and projects in the textbook. 


34 


TEACHER’S MANUAL 


CHAPTER VIII 


LIFE IN THE COLONIES (1763) 


More than 150 years had now passed since the first per¬ 
manent English settlement was made in America at James¬ 
town. Have you noticed any growth in the colonies in that 
time? 

It has been said, “That government is best that governs 
the least.” 

Today we are going to study about governments in the 
colonies. 

The three kinds of government: 


New Hampshire 
New York 
New Jersey 
Virginia 
North Carolina 
South Carolina 
Georgia 

s 


I. Royal 



II. Proprietary 


III. Charter 


1. Who were the bonded white servants? 

2. Who were the redemptioners? 

3. In colonial days what distinction was made between 
the different classes of society ? 

4. How were the people of each class addressed? 

Project I: Make an outline showing the contrast between 
the social life in the South and social life in New England. 

What is meant by the “blue laws,” and where did these 
laws originate? 

Project II: The class should comment on the modes of 
travel of today, contrasting them with the way people trav- 



TEACHER’S MANUAL 


35 


eled in 1763. Have the class collect pictures of railway 
trains, aeroplanes, and automobiles. 

Project III: On page 105 notice the picture which shows a 
view of Detroit in 1705, and, if possible, get a picture of 
the Detroit of today. Contrast the two pictures. 


CHAPTER IX 

DISSENSIONS BETWEEN THE COLONIES AND 
THE MOTHER COUNTRY 

This chapter can be made one of the most interesting in 
the textbook if the teacher will go about its presentation in 
a manner that will enable the children to understand what 
it is all about. The study of this chapter also affords an 
excellent opportunity of showing children that there are two 
sides to every question. 

The Acts of Navigation and Trade were passed for the 
purpose of controlling the trade of the colonies for the bene¬ 
fit of the mother country. They forbade the colonists selling 
to other countries such products as Great Britain needed, or 
buying certain products from any country except Great 
Britain. These laws were, of course, wrong; it should be 
remembered, however, that when these laws were passed, 
Great Britain passed other laws to build up colonial trade. 
For instance, tobacco grown in her colonies could be shipped 
only to Great Britain; on the other hand, the British people 
were allowed to buy only tobacco that came from the colonies. 
Nor should it be forgotten that the idea that a mother 
country had the right to control the trade of her colonies 
was held, at that time, by all nations. 

1. What is smuggling? Who became smugglers in the 
colonial period? Why? See page 109. 

2. What must an officer in this country have today before 
he can search a house? Answer: A search warrant. 

3. What were writs of assistance? 

George III was called “an unwise king” because he tried 
to govern the colonies without much regard for their interests 


TEACHER’S MANUAL 


36 

or wishes. He appointed colonial officials and allowed them 
to hold office as long as they pleased him, whether or not they 
were competent or were satisfactory to the colonies. Yet 
Great Britain’s policy towards her colonies was far more 
liberal than that of other nations. See page 109. 

Dramatization I: Tell the class the story of “The Parson’s 
Cause.” Then let the children reproduce the story, one boy 
acting the part of Patrick Henry and making a speech against 
the king; the others representing the House of Burgesses with 
members crying, “ Treason! Treason! ’ ’ 

Dramatization II: Let the class choose sides and have a 
debate on the question of taxing America. Let one side 
present the British view and the other the American view. 
Let both sides remember that parliament did not, at that 
time, represent the British people. The following expres¬ 
sions may encourage enthusiasm: 

1. A momentous time has come! 

2. The British government decides to tax Americans with¬ 
out their consent! 

3. Watch for the result! 

Review this period by using the questions in the textbook. 
Use also the projects. 


CHAPTER X 

EVENTS LEADING TO THE REVOLUTIONARY WAR 
‘ ‘ Taxation without representation is tyranny. 

Dramatization I: Assemble the class and have it discuss 
the Stamp Act. Then let Charles Townshend appear to intro¬ 
duce the “Townshend Acts.” When these Acts have been 
discussed let the class choose sides and debate a question 
concerning the Stamp Act. 

Dramatization II: Discuss “tea parties.” The “Boston 
Tea Party.” Have some of the boys, disguised as Indians, 
enact the scene of throwing the tea overboard. The rest of 
the class, spectators on shore, applaud the destruction of 


TEACHER’S MANUAL 


37 


the tea, comment on the injustice of the tax, and vow to 
use no tea until the tax is removed. 

Dramatization III: The “Five Intolerable Acts.” Select 
five children and number them respectively i, 2, 3, 4, and 5. 
Let each child step forward according to his number and say 
that he is the act that corresponds to his number. Then let 
him describe the act. 

What? Where? When? Why? 

First Continental Philadelphia September, 1774 War near at hand 
Congress 

Teach clearly the difference between the Whigs and the 
Tories. For example: 

I. The political parties in England 

A. The Whigs: opposed to the king’s policies 

B. The Tories: in agreement with the king’s policies 

II. The political parties in America. (Note well the differ¬ 
ence in carrying the names to this country.) 

A. The Whigs: ready, if necessary, to go to war with 
Great Britain 

B. The Tories: opposed to war with the mother coun¬ 
try. In every colony lived a number of Tories who 
finally took up arms on the side of England. 


CHAPTER XI 

THE DECLARATION OF INDEPENDENCE 

Longfellow’s poem, The Ride of Paul Revere , is always wel¬ 
comed at this time. If the poem is not available, read to the 
children these extracts: 

A hurry of hoofs in a village street, 

A shape in the moonlight, a bulk in the dark, 

And beneath from the pebbles, in passing, a spark 
Struck out by a steed flying fearless and fleet: 

That was all! And yet, through the gloom and the light, 

The fate of a nation was riding that night; 

And the spark struck out by that steed, in his flight, 

Kindled the land into flame with its heat. 


38 


TEACHER’S MANUAL 


So through the night rode Paul Revere; 

And so through the night went his cry of alarm 
To every Middlesex village and farm — 

A cry of defiance, and not of fear, 

A voice in the darkness, a knock at the door, 

And a word that shall echo forevermore! 

For, borne on the night wind of the Past, 

Through all our history to the last, 

In the hour of darkness and peril and need, 

The people will waken and listen to hear 
The hurrying hoofbeats of that steed, 

And the midnight message of Paul Revere. 

Note : In honoring the memory of Paul Revere tarry long 
enough to give honor to William Dawes for he deserves as 
much credit as Revere. Many histories do not mention 
Dawes at all. 

The killing of citizens at Lexington and the heroic stand 
of the farmers at Concord kindled the flame of war from New 
Hampshire to Georgia. “Men of every vocation laid aside 
their work to go to the front.” 

Which will be the winning side? Follow each battle 
carefully and keep a chart reporting the result of each. 

Organization of the American army: 

I. Sixteen thousand men 

A. Untrained 

B. Homesick 

C. Poorly outfitted 

II. George Washington in command 

A. Struggles to make a fit fighting force 

B. Faces countless discouragements 

III. Position: in and around Boston 

THE SPIRIT OF THE DECLARATION 

Teachers who are familiar with “The Unknown Speaker” 
know that it is a thrilling portrayal of the Declaration of 
Independence. The first two paragraphs should be mem¬ 
orized as a foundation for the study of the greatest political 
paper ever given to the world. 


TEACHER’S MANUAL 


39 


THE UNKNOWN SPEAKER 

It was the fourth of July, 1776. 

In the old State House in the City of Philadelphia were 
gathered half a hundred men to strike from their limbs the 
shackles of British despotism. There was silence in the hall; 
every face was turned to the door where the committee of 
three, who had been out all night penning a parchment, were 
seen to enter. The door opened; the committee appeared. 
One, a tall man with sharp features and bold brow, and sand- 
hued hair, was a Virginia farmer, Thomas Jefferson. Another, 
a stout-built man with stern look and flashing eyes, was a 
Boston man, John Adams. Another, a calm-faced man with 
hair drooping in thick curls to his shoulders, was the Phila¬ 
delphia printer, Benjamin Franklin. The three advanced to 
the table. The parchment is laid there. 

Shall it be signed or not? A fierce debate ensues. Jeffer¬ 
son speaks a few bold words. Adams pours out his whole 
soul. The deep-toned voice of Lee is heard. But still there 
is a doubt, and one pale-faced man whispers something about 
axes, scaffolds, and a gibbet. 

“Gibbet?” echoes a fierce bold voice through the hall. 
“Gibbet? They may stretch our necks on all the gibbets in 
the land; they may turn every rock into a scaffold; every tree 
into a gallows; every home into a grave, and yet the words of 
the parchment there can never die! They may pour our 
blood on a thousand scaffolds, and yet from every drop that 
dyes the ax, a new champion of freedom will spring into birth. 
The British king may blot out the stars of God from the 
sky; but he cannot blot out His words written upon that 
parchment there. The works of God may perish. His words 
never! 

“The words of this declaration will live in the world long 
after our homes are dust. To the mechanic in his workshop 
they will speak hope; to the slave in the mines, freedom; 
but to coward kings, these words will speak in tones of warn¬ 
ing they cannot choose but hear. 

‘ ‘ Such is the message of that declaration to mankind. And 
shall we falter now? Shall we start back appalled when our 
feet touch the very threshhold of freedom? 


40 


TEACHER’S MANUAL 


“Sign that parchment! Sign, if the next moment the gib¬ 
bet’s rope is about your neck. Sign, if the next minute this 
hall rings with the clash of falling axes. Sign by all your 
hopes in life or death as men. As husbands, as fathers, as 
brothers; sign your names to the parchment, or be forever 
accursed! 

“Sign, and not only for yourselves, but for all ages, for 
that parchment will be the textbook of freedom —the 
Bible of the rights of men forever. Nay, do not start and 
whimper with surprise! It is the truth, your own hearts 
witness it; God proclaims it. Look at this strange history 
of a band of exiles and outcasts, suddenly transformed into 
a people — a handful of men weak in arms, but mighty in 
God-like.faith; nay, look at your recent achievements, your 
Bunker Hill, your Lexington, and then tell me, if you can, 
that God has not given America to be free. 

“It is not given to our poor human intellect to climb to 
the skies, and to pierce the councils of the Almighty One. 
But methinks I stand among the clouds which veil the bright¬ 
ness of Jehovah’s throne. 

“Methinks I see the angel come trembling up to that 
throne to speak his dread message. ‘ Father, the old world 
is baptized in blood. Father, look with one glance of thine 
eternal eye, and behold evermore that terrible sight, man 
trodden beneath oppressor’s feet, nations lost in blood, 
murder, and superstition, walking hand in hand over the 
graves of their victims, and not a single voice to whisper 
hope to man! ’ 

“He stands there, the angel, trembling with the record of 
human guilt! but hark! The voice of Jehovah speaks out 
from that awful cloud; ‘Let there be light again! Tell my 
people, the poor and oppressed, to go out from the old world, 
from oppression and blood, and build my altar in the new.’ 

“As I live, my friends, I believe that to be His voice. Yes, 
were my soul trembling upon the verge of eternity, were this 
hand freezing in death, were this voice choking in the last 
struggle, I would still with the last impulse of that soul, im¬ 
plore you to remember that truth — God has given America 
to be free. Yes, as I sank into the gloomy shadows of the 
grave, with my last faint whisper I would beg you to sign 


TEACHER’S MANUAL 


4i 


that parchment for the sake of the millions whose very 
breath is now hushed in intense expectation as they look up 
to you for the awful words, ‘You are free. ’ ” 

The unknown speaker sank exhausted to his seat, but the 
work was done. A wild murmur ran through the hall: ‘ ‘ Sign! ’ ’ 

There was no doubt now. Look how they rush forward. 
Stout-hearted John Hancock has scarcely time to sign his 
bold name, before the pen is grasped by another — another 
and another. Look how the names blaze on the parchment 
— Adams, Lee, Jefferson and Carroll, Franklin and Sherman. 
And now the parchment is signed. 

Now, old man in the steeple, now bare your arms and let 
the bell speak! Hark to the music of the bell! Does it not 
remind you of those sublime tones which broke from angel 
lips when the news of the child Jesus burst on the hilltops 
of Bethlehem? For the tones of that bell now come pealing, 
pealing, pealing, ‘ ‘ Independence now and Independence for¬ 
ever!” 

Project: 

1. Have the class turn to the Declaration of Independence 
in the appendix to the textbook, and study carefully 
this most important paper. 

2. Ask them to select different sentences and discuss their 
meaning. 

3. Require each pupil to bring to the class on the next day 
five important points in the Declaration and be pre¬ 
pared to make a speech about them. 

Turn to page 140 of the textbook for a picture of the room 
in which the Declaration of Independence was signed. 

Project: 

1. Emphasize the following important phrases and have 
the class weave them into a composition: 

a. The 4th day of July, 1776 

b. In the city of Philadelphia 

c. Half a hundred men 

d. To be free from the British 

e. To sign a wonderful paper 

f. The Declaration of Independence 


42 


TEACHER’S MANUAL 


2. List the persons and places met in this period and write 
a sentence each about them. 

Use the questions, projects, and problems in the textbook 
for reviewing purposes. 


CHAPTER XII 

THE STRUGGLE FOR INDEPENDENCE 

Having made a study in detail of Chapters X and XI, the 
class should now begin making in their notebooks an outline 
of the Revolution, adding to it important events as they 
proceed with their study. The following is a sample out¬ 
line by no means complete, but sufficient to portray the 
spirit of the Americans in their struggle for independence. 

I. Causes of the Revolution 

A. Feeling of the colonists 

1. Attached to mother country 

2. Able to take care of themselves 

a. Training in self-government 

b. Military training 

c. Industrial independence 

B. England’s policy toward the colonies 

1. Belief that colonies exist for benefit of mother 
country 

2. Allowed colonies to produce raw material 

3. Forbade manufactures 

4. Navigation Acts; Writs of Assistance 

a. Aim 

b. Contents 

c. Effects 

d. Lack of enforcement 

C. Differences regarding taxation 

1. Great Britain believed in supreme power of 
parliament 

2. Americans thought differently 


TEACHER’S MANUAL 


43 


a. Not represented in parliament 

b. “Taxation without representation is tyr¬ 
anny” 

c. Colonies could be taxed only by their con¬ 
sent and through their assemblies 

D. Oppressive laws passed by parliament 

1. Stamp Act, 1765 

a. Contents 

b. To be used, when?, where? why? 

c. Opposition 

d. Stamp Act Congress 

2. Townshend Act, 1767 

a. Contents 

b. Opposition 

3. Intolerable Acts, 1774 

a. Contents 

b. Opposition 

c. First Continental Congress 
Dramatization: It will be appropriate here for the class to 

divide, one side representing the British government and the 
other representing those favoring the Americans. One boy 
on the British side will take the part of George III; another 
will take the part of Charles Townshend, and make a speech 
against the Americans; another, representing Pitt or Burke, 
will follow with a plea for justice to America. Finally, one or 
two Americans will speak in defense of their country. 

(Remember to dramatize “The Boston Tea Party.”) 

II. The Revolutionary War begun 
A. First fighting 

1. Lexington 

2. Concord 

3. Bunker Hill 

III. Americans seek independence 
A. Second Continental Congress 

1. Philadelphia, May 10, 1775 

2. Members 

3. Aim 

4. Work 


44 


TEACHER’S MANUAL 


B. Declaration of Independence: July 4, 1776 

C. Adoption of our flag: June 14, 1777 

(Note: Here a lesson should be given on our flag.) 

IV. Events following the Declaration of Independence 

A. The generalship of Washington 

1. Trenton 

2. Princeton 

B. Burgoyne’s invasion: Saratoga 

C. Burgoyne’s surrender 

1. New England and New York State saved 

2. Immediate cause of alliance with France 

D. Valley Forge 

1. Suffering 

2. Accomplishment 

E. The Northwest: George Rogers Clark saves Illinois 
country 

F. On the sea: John Paul Jones 

G. In the South: King’s Mountain, the ‘ ‘ joyful turn of 
the tide” 

H. Cornwallis’ surrender at Yorktown 

I. Results of the war 

Every question has two sides. Write facts regarding each 
side. 


CHAPTER XIII 

AFTER THE FRENCH ALLIANCE 

Project: Find reasons why France helped the United States 
and tell what you think would have been the result of the 
war if France had not given help to the Americans. 

Graphic: John Paul Jones’ naval victory affords a splendid 
opportunity for a graphic lesson. Have the class read silently 
at their desks the account of the battle and announce that 
one of them will be called upon to go to the blackboard and 
draw the ships as he imagines them from the description 
given. 


TEACHER’S MANUAL 


45 


DIRECTIONS FOR THE DRAWING 

1. Draw two ships 

2. Mark one, “American vessel” Bon Homme Richard; 
the other, “British vessel” Serapis 

3. Show muzzles of cannon touching 

4. Show Serapis on fire 

5. Strew decks of both ships with dead and wounded 

Then ask the following: 

Question: How near did these ships come together? 

Answer: The ships were so close that the muzzles of their 
cannon touched. 

Q. Why were the ships wrapped in flames? 

A. The Serapis frequently took fire. 

Q. What was the result ? 

A. The Bon Homme Richard sank and John Paul Jones 
took possession of the Serapis. 

Q. Why was it a great victory? 

A. The British navy was the best in the world and for the 
Americans to win a victory over one of its ships was one of 
the most notable exploits of the war. 

When the children are asked to look at the pictures and 
maps in this chapter, the probabilities are that the picture 
of the paper money of the Revolution on page 155 will be 
the first to attract their attention. Note on this money the 
words, “We are one,” and “Mind your business.” The 
teacher may encourage the class to adopt this phrase as 
the class motto. 

Note : The appropriateness of the phrase as a motto was 
called to the attention of the writer by her pupils. She and 
her classes have since found many ways in which to make 
use of “We are one; mind your business.” 

What was continental money and what was its value in 
1778? 

Project: Find the names of some of the Frenchmen who 
were friends of America. 

Discuss leagues and let the pupils tell in their own words 
of leagues with which they are familiar. Explain to the class 


46 


TEACHER’S MANUAL 


that the nations of Northern Europe formed a league known 
as the Armed Neutrality. 

Great Britain asked for peace. America said she would 
not now accept peace on any terms unless independence were 
granted. 

Problems: 

1. Why did Great Britain ask for peace, and why did 
America refuse ? 

2. “ The British government was not pleased with General 
Howe because he was too slow.” Let the class talk 
about this statement and let them tell how other per¬ 
sons have not given satisfaction for the same reason —• 
“too slow.” 

3. When the British found that they had failed to con¬ 
quer the Northern states what did they do? 

4. Discuss the states of Georgia and South Carolina 
overrun. 

5. Partisan warfare. Who fought? “They were neither 
regulars nor militia, but men who worked one day and 
fought the next.” See page 157. 

Project: Have the class follow very closely the map on 
page 159 and be able to trace Cornwallis’ wandering campaign 
in the South. 

Problem: Give reasons why the battle of King’s Mountain 
almost broke the enemy’s power in the South and tell how 
Jefferson expressed the fact. 

Fact: The surrender of Cornwallis brought joy to the 
Americans. Yorktown meant the end of the war. 

Project: 

1. Examine the picture on page 163 and select the Ameri¬ 
can army. Give your reason for the selection. 

2. What was the condition of Washington’s army at the 
close of the war? 

Graphic: Have the pupils make in their notebooks an 
outline of the original boundaries of the United States and 
place within the outline the date 1783 — the year of the 
permanent treaty with Great Britain which fixed these 
boundaries. See map facing page 206. 


TEACHER’S MANUAL 


47 


Project: Before leaving this period, make a study of George 
Washington. Have the class write a composition on Wash¬ 
ington after they have read his biography in the appendix to 
the textbook. 

Note: Whenever biographical work is asked for, refer the 
class to the biographies in the appendix to the textbook. 

Riddles: Children enjoy asking riddles. 

Examples: 

Question: Who was the idol of the army and the people? 

Answer: George Washington. 

Question: When George Washington resigned his com¬ 
mission and returned to Mount Vernon, his home in Vir¬ 
ginia, what did he carry with him that he did not take in 
his baggage? 

Answer: The love of his countrymen and the admiration 
of the world. 


CHAPTER XIV 

“THE CRITICAL PERIOD” 

I. The Articles of Confederation provide a form of govern¬ 
ment for the United States. 

A. Adopted in 1777, they did not go into effect for 
government operation until 1781. 

B. Under the Articles of Confederation, the govern¬ 
ment was feeble; the states reserved much power 
to themselves and gave little to the Confederation. 

C. Statesmen saw from the first that it would fail. 
“The government of the United States under the 
Confederation was vested in a congress of one house 
to which delegates were elected annually, and in 
which each state, large or small, had one vote.” 

II. Requirements: 

A. The affirmative vote of nine states in Congress for 
the passage of nearly every important act. 

B. The consent of the legislature of every state neces¬ 
sary to amend the Articles of Confederation. 


48 TEACHER’S MANUAL 

III. Other reasons for feebleness of the government: 

A. Congress could not levy taxes for support of the 
government — could only ask the states for money. 

B. States obeyed Acts of Congress or not as they 
pleased. 

IV. Powers vested in Congress: 

A. Right to declare war 

B. Make peace 

C. Make alliances and treaties with foreign nations 

Yet, Congress could not raise an army, nor compel the 
states to conform to alliances and treaties. 

The result of the Articles of Confederation is best ex¬ 
pressed by a saying of Alexander Hamilton, “The govern¬ 
ment was fit for neither war nor peace.” 

Problem: After studying the map opposite page 168, show¬ 
ing the land claims of the original states in 1783, answer 
these questions: 

1. What were the claims of Virginia? 

2. What is it that makes the territory northwest of the 

Ohio important? 

3. What was the first permanent settlement in Ohio? 

The coming of peace caused the people to think that pros¬ 
perity would follow immediately; they became extravagant 
and ran into debt. 

Project I: Write five suggestions as to what you think 
would have been the proper way to live after the close of 
the Revolutionary War. 

Fact: At the close of the war the United States had a 
debt of fifty million dollars and an empty treasury. 

Project II: Write a short summary on the condition of 
the United States at the close of the Revolutionary War. 

Problems: 

1. What is the meaning of ‘ ‘ anarchy ” ? 

2. Explain why the period now being studied is called 

“the critical period of American history.” 


TEACHER’S MANUAL 


49 


After the class enters upon the study of the Constitution 
under the supervision of the teacher, the pupils should make 
an outline of the Constitution. 

THE CONSTITUTION 

I. Framing the Constitution 

A. Stronger government needed 

B. Convention met 

C. Philadelphia 

D. May, 1787 

E. Presiding officer, George Washington 
II. The Constitution 

A. Congress 

1. Two houses 

a. Senate — members serve six years 

b. House of Representatives — members serve 
two years 

c. Some of the powers of Congress: 

(1) To levy taxes, duties, imports 

(2) Regulate commerce with foreign nations 
and among the states 

(3) Coin money 

(4) Establish post offices 

(5) Declare war 

(6) Raise and support armies 

(7) Provide and maintain a navy 

B . The President 

1. Duties: 

a. Sees that the laws of the United States are 
enforced 

b. Commander-in-chief of the army and navy 

c. With the advice and consent of the Senate 
appoints the higher officers of the government 
and makes treaties 

2. How chosen: 

a. By an electoral college in which each state 
has as many votes as it has in Congress 

b. Serves four years 


5° 


TEACHER’S MANUAL 


C. The Vice President 

i. Duties: 

a. Presides over the Senate 

b. In case of removal, death, resignation, or dis¬ 
ability of President, becomes President 

D. The Judiciary 

1. Supreme Court 

2. Inferior courts 

Note: For further comment on the Constitution, see 
page 17 of this manual. 

On page 174 you will see this heading: “Washington 
Elected President.” 

All that need be said of this election is, “For the presi¬ 
dency there was but one choice: all eyes turned to George 
Washington who received every electoral vote.” 


CHAPTER XV 

THE COUNTRY WHEN WASHINGTON BECAME 
PRESIDENT 

Project I: Compare the Far West of Washington’s time 
with the Far West of today. 

Note : Here The World Almanac may be used to advantage. 
In discussing the census of 1790 go to the almanac for the 
census of today and compare the two. Whenever the popula¬ 
tion of a section in a past period is discussed, compare it 
with the population of that vicinity today. In history it is 
as important to know the “now” as to know the “then.” 

Project II: Farming tools 

1. Make a list of the farming tools in use today on an 
up-to-date farm. 

2. Tell how and for what purpose these tools are used. 

3. Contrast them with the farming tools used in Washing¬ 
ton’s time. 


TEACHER’S MANUAL 


Si 

In 1790 the chief products of the South were tobacco, 
pitch, tar, rice, and indigo. “Cotton was only a minor 
product and was frequently grown in the front yard as an 
ornament.” 

Project III: Trace the production of cotton for the last 
twenty years. See The World Almanac. 

Punishments for law-breaking in Washington’s time: 

1. Whipping-post 

2. Stocks 

3. Pillory 

4. Prison 

“Men were thrown into prison because they could not 
pay their debts.” Do you know of cases today where men 
are thrown into prison for this reason?. 

Project IV: Money 

1. What is money? 

2. Name substitutes for money in Washington’s time (see 
page 181). 

3. Name substitutes for money today. 


CHAPTER XVI 

SOCIAL LIFE IN WASHINGTON’S TIME 

Project I: Make a comparison of the actual, and relative, 
size of cities of the United States in 1790 with that of the 
cities of today. See The World Almanac. 

Project II: In the house of a rich family of Washington’s 
time you would expect to see: 

1. Massive furniture 

2. Finest china 

3. Finest silver 

4. Finest glassware 

5. Well polished andirons of brass 

Visit a rich family of today and make a list of some of the 
things you find in their home. 


52 


TEACHER’S MANUAL 


Today the manners and customs of the several sections 
differ considerably. In Washington’s time the difference 
was much greater. 

Project III: Make a speech describing the differences in 
the manners, dress, and amusements of the several sections 
in Washington’s time. 

Project IV: Make a speech describing the modes of travel, 
the inns, education, and the newspapers in Washington’s 
time, contrasting them with those of today. 

Project V: Write a letter, dated 1790, inviting a friend 
living in Savannah, Georgia, to visit you in New York. 
Give detailed information as to how to make the trip. 

Project VI: Extend the same invitation in a letter dated 
today. 

Is there any longer a frontier in the United States? 

Problem: Study about post offices in the United States 
today. Consult The World Almanac. 

Local history is best* taught by asking local questions. 

1. Who is your postmaster? 

2. What are his duties? 

3. How is he selected? 

4. Who is your Congressman? 


CHAPTER XVII 

SETTING THE NEW GOVERNMENT IN MOTION 

I. First President: George Washington 
II. Departments in first cabinet 

A. Secretary of State 

B. Secretary of the Treasury 

C. Secretary of War 

Dramatization: Washington’s first cabinet meeting. 

1. Select four pupils to represent George Washington, 
President; Thomas Jefferson, Secretary of the State; 
Alexander Hamilton, Secretary of the Treasury; 


TEACHER’S MANUAL 


53 


Henry Knox, Secretary of War. Let the four advance, 
in the order named, to the front of the classroom and 
sit in a group with President Washington presiding and 
at the head. After the cabinet meeting has been called 
to order, let each official, beginning with the President, 
rise, give his name, and explain the duties of his office. 

2. Now let the four pupils return to their seats. Select 
eleven more boys to represent President Herbert Hoover 
and his cabinet. Let the additional members of the 
cabinet advance to the front of the room in the order in 
which the departments are named in the footnote on 
page 199. They should seat themselves as the cabinet 
is seated at the present time — beginning with the 
Secretary of State and following the order indicated. 
Seat them on alternate sides of the President. Proceed 
as in the case of Washington’s cabinet meeting. (Note : 
The names of the members of President Hoover’s cab¬ 
inet may be found in The World Almanac .) 

The increase in the size of the cabinet is indicative of the 
growth of our country and our country’s government. 

Problem: When Washington went into office as President 
of the United States certain problems confronted him. How 
did he manage them? 

1. Financial matters 

2. Sectional differences 

3. Trouble with the Indians 

4. Whiskey Insurrection 

5. Political parties 

Political parties: Federalist, Alexander Hamilton the 
leader. Republican (Democrat), Thomas Jefferson the 
leader. 

Is the Republican party of Washington’s time the same as 
the Republican party of today? 

Dramatization: The rise of political parties. Let a boy, 
representing Hamilton, and another, respresenting Jefferson, 
debate the principles of their respective parties. Let the rest 
of the class represent the voters. At the close of the debate, 


54 


TEACHER'S MANUAL 


let the class vote on the question, not which political party 
they think is right, but which debater they think made the 
best speech. 


CHAPTER XVIII 

HOW FOREIGN AFFAIRS ENTANGLED AMERICA 

Before the study of this lesson is taken up, the teacher 
should ascertain whether the children know the meaning of 
the words “autocracy’’ and “democracy.” The meaning 
should be made clear and the class should be told that, 
though France is a republic today, it was living, in Wash¬ 
ington’s time, under an autocratic government. The king 
then made the laws, levied taxes, and threw his subjects, 
without trial, into prison. The people of France were divided 
into three classes: the clergy, nobility, and common people. 

1. Who was Louis XVI ? 

2. Did the United States owe him anything? Why? 

3. Tell something about the following expressions: 

a. Estates-General 

b. National Assembly 

c. The Bastille 

d. The “Reign of Terror” 

e. Impressment 

4. What day do Frenchmen celebrate just as Americans 
celebrate July 4? 

5. Who was ‘ ‘ Citizen Gen&t ’ ’ ? 

Problem: Let the pupils give their opinion as to whether 
“Citizen Gen£t” was right or wrong in his request of the 
United States. 

Facts: 

I. When John Adams, the second President, went into 
office, he faced troubles with France that threatened to 
bring on war. George Washington was placed at the 
head of the American army. Napoleon Bonaparte, 
then at the head of the French republic, seeing that the 


TEACHER’S MANUAL 


55 


Americans would defend their rights, came to an agree¬ 
ment with the United States, and followed it by a 
treaty with Great Britain. For a while the whole world 
was at peace. 

II. The Alien Law gave the President the power to send 
out of the country all foreigners whom he considered 
dangerous to the peace and safety of the United States. 

III. The Sedition Law condemned to fine and imprisonment 
any person convicted of writing or publishing a false, 
scandalous, or malicious statement against the govern¬ 
ment, Congress, or the President. 

1. How were the Alien and Sedition Laws received ? 

2. Why did the city of Washington become the capital 
of the United States at this time? 

3. Who was John Marshall? 

IV. The election of Thomas Jefferson to the presidency in 
1800 was regarded as a victory of the people. Why? 

V. Jefferson was consistent in his efforts to economize in 
government operation. He reduced expenses in all 
departments. With the assistance of his able Secre¬ 
tary of the Treasury, Albert Gallatin, he reduced the 
national debt in twelve years from $87,000,000 to 
$45,000,000. 

Graphic: You have already drawn in your notebooks an 
outline of the original United States. Add to it, at this time, 
an outline of the Territory of Louisiana. Place within the 
outline of that territory the date 1803. See map opposite 
page 206. 


CHAPTER XIX 

THE STRUGGLE FOR COMMERCIAL RIGHTS 

Begin this chapter with a study of Napoleon Bonaparte, 
who is usually considered one of the greatest generals the 
world has known. 

I. The victory of Trafalgar, 1805 

A. Lord Nelson’s part 

B. Results of the victory 


TEACHER’S MANUAL 


56 

II. The British Leopard and the American Chesapeake. 

A. American unpreparedness 

B. Number of seamen killed 

C. The surrender 

D. Indignation in America 

At the request of President Jefferson, Congress passed the 
Embargo Act which forbade American ships leaving port for 
foreign countries. Why did Jefferson wish the embargo? 

Project I: As Thomas Jefferson is now leaving the presi¬ 
dency, write a summary of his life and services. Give your 
opinion as to whether he was or was not a good president. 

Project II: Congress so strongly desired war with Great 
Britain that President James Madison recommended it. Why 
did Congress wish war? 

Affair of the Little Belt in 1811 

A. Contestants: American war vessel, President, and 
British war vessel, Little Belt, met outside Chesapeake 
Bay 

B. Result: The British vessel, much the inferior, badly 
defeated 

Battle of Tippecanoe 

A. General William Henry Harrison in charge 

B. Indians defeated 

On account of the year in which the second war with Great 
Britain began, the war is generally known as the War of 1812. 

Problems: 

1. Give an account of one naval and one land engagement 
of this war. 

2. Tell the story of the occasion for the writing of “The 
Star Spangled Banner.” 

3. Explain this statement: “None of the principles for 
which the war had been waged were settled by the 
treaty of peace.” 

Project III: Write a composition giving the results of the 
War of 1812 and telling why it is often spoken of as the “War 
for Commercial Independence.” See page 221. 


TEACHER’S MANUAL 


57 


Graphic: Add an outline of Florida to the outline map of 
the United States in your notebook. Insert the date 1819. 
See map opposite page 206. 


CHAPTER XX 

THIRTY YEARS OF PROGRESS (1790-1820) 

1. Acquiring territory 

2. Settling 

3. Developing 

This is a most attractive chapter to children because the 
progress in this period was of such a nature that it can be 
shown definitely and concretely. The progress was evident 
in every phase of life. 

After the children have studied the chapter and discussed 
it thoroughly let them make an outline of it: 

PROGRESS (1790-1820) 

I. Population and boundaries 

II. Most populous states . 

A. New York 

B. Virginia 

C. Pennsylvania 

D. Massachusetts 

III. Emigration to the West 

IV. Immigration from Europe 

V. Industrial Revolution 

A. Factories come to America 

B. New problems 

VI. Slavery 

A. Emancipation in the North 

B. Cotton gin — increase of slaves in South 

VII. Travel 

A. Steamboat 

B. Roads 

C. Erie Canal 


58 


TEACHER’S MANUAL 


Project I: Have children visit a factory, if there is one in 
the neighborhood, and make three-minute reports on it. 

Project II: Let each pupil make a list of all the kinds of 
manufacturing plants that he can think of in the state. 

Note: Get the story of Whitney and the cotton gin and 
read it to the class. 


CHAPTER XXI 

HOW AMERICANS LIVED IN 1820 

I. The manner in which Americans lived in 1820 is best 
studied by contrasting conditions existing then with 
conditions at the present time. Any articles relating 
to the past — regardless of their relation to the period 
under discussion — if exhibited to the class will aid in 
emphasizing the contrast between the past and the 
present: a picture showing old modes of travel, or one 
showing old styles of dress, or a copy of an old news¬ 
paper. A description by an old resident of the com¬ 
munity of the condition of the schools when he was 
young or an account of what his parents or grandparents 
told him about the schools in their time would, if retold 
to the class, be of great help. 

II. If copies of any of the literary works mentioned in 
the textbook are in the school library, bring them into 
the classroom and compare them with literary works 
of a later period. 

III. A game that children enjoy consists of writing on the 
blackboard an incomplete sentence, taken from the 
section on American literature, and allowing them to 
complete the sentence. For example: 

1. -was called the ‘ * father of American literature. ’ ’ 

2. James Fenimore Cooper wrote-. 

IV. “Era of Good Feeling.” 

James Monroe became President without opposition. 
Because of the absence of political strife the time is 
known as the “Era of Good Feeling.” 




TEACHER’S MANUAL 


59 

Problem: Explain why the “Era of Good Feeling” lasted 
but a short time. 

Slavery was disappearing from the North and opposition 
to it in that section was growing. On the other hand, slavery 
was increasing in the South. Each section wished to control 
the government so as to control the slavery question and 
hence each wished to have the greater number of states. Up 
to this time the sections balanced in the number of states — 
eleven Northern or free-labor states and eleven Southern or 
slave-labor states. 

Missouri, because it had become very populous, was now 
entitled to become a state. But, should Missouri come in as 
a free-labor state or a slave-labor state ? The section getting 
Missouri would have the balance of power in the govern¬ 
ment tipped in its favor. The question caused much angry 
debate in Congress and much bitterness throughout the 
country, and many feared that the Union would crumble. 
When the quarrel over Missouri was at its height another 
candidate for statehood, Maine, came into the scene. Since 
Maine would be a free-labor state, Southerners would not 
allow it to be admitted as a state unless, to preserve the 
balance, Missouri was admitted with slavery. 

The Missouri Compromise was agreed upon by Congress 
in 1820 with the following results: 

1. Missouri came in with slavery. 

2. Maine came in without slavery. 

3. No more slave-labor states north of the southern 
boundary of Missouri were to be admitted. 

Graphic presentation: the Missouri question. Let the 
teacher draw a horizontal line on the blackboard to represent 
the beam of a scale. Above one tip of the scale write 
the word “North” and above the other tip write the 
word “South.” Under “North” write the names of the 
eleven free-labor states; under “South” write the names of 
the eleven slave-labor states. Immediately the pupil will 
see that the scale between the North and the South balances 
— that the adding of Missouri to one group of states without 
an equivalent addition to the other .group will tip the 
scale, but that the adding of Maine to the Northern group 


60 TEACHER’S MANUAL 

and Missouri to the Southern group will preserve the 
balance. 

Dramatization: Have the class represent Congress in ses¬ 
sion : some members representing the non-slaveholding states 
and others the slaveholding states. Choose the speaker who 
will preside over a debate on the question whether Missouri 
should be admitted with or without slavery. 


CHAPTER XXII 

NEW NEIGHBORS AND NEW PROBLEMS 

Teacher: Children, no matter where you live you have 
neighbors. They may be relations; they may be friends; or 
they may be persons you do not like. They may send you 
good things to eat or they may poison your chickens. Their 
children may play peaceably with you or they may throw 
stones at you. I have always heard that for a person to have 
good neighbors, he must first be a good neighbor himself. 
(Note to Teacher: Never permit personal comment on 
“our neighbors” from the class.) 

Problem: Now, you will study about some neighbors of 
the United States. After you have finished the lesson, I 
want each of you to tell me what you think of these neigh¬ 
bors and how you think the United States is going to get 
along with them. Did the United States have anything to 
gain or lose from these neighbors ? 

Note to Teacher: Before beginning with the lesson stress 
again the meaning of “democracy” and “autocracy.” 

The Monroe Doctrine. 

1. Spanish colonies in America revolt 

2. Republics established 

3. The Monroe Doctrine 

a. No more European colonies on either American 
continent « 

b. United States *‘ hands off ’ ’ internal affairs of Europe 


TEACHER’S MANUAL 61 

4. Bearing of Monroe Doctrine on present day prob¬ 
lems. 

Observe that the Monroe Doctrine places a restriction 
upon the United States as well as upon European nations. 

What is suffrage? Answer: The right to vote. In early 
times there were many restrictions on the right to vote. 
Only men could vote, and in most states only men having a 
certain amount of property could do so. By 1824 most states 
had so far removed restrictions that all men were allowed to 
vote. In the first presidential election that followed (1828), 
the influence of the common people showed itself. 

Problem: The common people supported Andrew Jackson 
for President in the election of 1828, and he received the 
largest number of electoral votes, yet John Quincy Adams 
was elected. Explain. 

Troublesome questions in John Quincy Adams’ adminis¬ 
tration : 

1. States rights 

2. Tariff 

Problem: What is a tariff? See pages 190 and 257. 


CHAPTER XXIII 

THE VOICE OP THE PEOPLE 

Andrew Jackson, the seventh President, was known as the 
‘ ‘ man of the people. ’ ’ See biography in appendix to textbook. 

Problem: After studying the life of Jackson give five rea¬ 
sons why both North Carolina and South Carolina should 
wish to claim him as a native son. 

JACKSON AND DEMOCRACY 

I. The Jacksonian Era 

A. “ Spoils System” 

B. Jackson’s policies 

C. Sectional differences 


62 


TEACHER’S MANUAL 


II. History of the Tariff 

A. Kinds of tariff 

B. Aim of Tariffs of 1789, 1816, 1824 

III. Tariff of 1832 

A. Aim 

B. Views of the South 

C. Calhoun’s opinion 

D. Result 

IV. Nullification 

A. First efforts 

1. Virginia and Kentucky resolutions 

2. Hartford Convention 

3. Georgia and the Indians 

B. South Carolina and Tariff of 1832 

1. Clay’s attitude 

2. Compromise Tariff of 1833 

a. Rates 

b. Results 

Problem: Show the advantages and disadvantages of the 
“spoils system.” 

Dramatization: Suppose a debate on the question of the 
National Bank between Andrew Jackson and Henry Clay. 
Let the class select the person to represent Jackson and the 
person to represent Clay, and let the class decide by vote 
which is the best debater. 

Two great Democrats: Jefferson and Jackson. 

Project: Write five sentences each about Jefferson and 
Jackson. Then in one sentence tell which you think was 
the greater man and why. 

Problem I: “No doubt that Martin Van Buren deserves 
as much sympathy as any President who ever took the oath 
of office.” Answer by explaining the panic of 1837. 

In Van Buren’s administration the slavery question in¬ 
creased in bitterness. 

1. Abolitionists 

2. Effect upon the South 

3. The Negro in the North 


TEACHER’S MANUAL 


63 


Problem II: Can you see any difference between the man¬ 
ner in which the “Hard Cider and Log Cabin” campaign 
of 1840 was conducted when William Henry Harrison was 
elected President, and the manner in which presidential 
elections are now carried on? 

William Henry Harrison died only a month after he be¬ 
came President. This was the first time that a President 
had died in office. Vice President John Tyler succeeded to 
the presidency. 


CHAPTER XXIV 

THE SOUTHWEST AND THE NORTHWEST 

Teacher: Today we are going to study about the Pueblo 
Indians and we are going to have a question box. I will ask 
Mary Jones to take charge of the box and the questions. 
Every child must put in the box a question about the Pueblo 
Indians. His or her name must be signed to it. If the per¬ 
son whom Mary calls on to answer a question should fail to 
do so, the person who made it out must answer it. For 
example: 

1. Question: What kind of work could the Pueblo In¬ 
dians already do when the Spaniards found them? 
Answer: They could weave and spin fairly well. 

2. Question: What kind of clothes did they wear? 
Answer: They wore cotton clothes. 

Ask the children to bring any Indian relics they may have 
to show to the class, and be able to tell to what tribes the 
relics belong. Have them also bring pictures of Indians. 

Using as topical guides the following expressions, tell the 
story of the struggle of Texas for independence from Mexico: 

1. Stephen F. Austin 

2. The Alamo 

3. San Jacinto 

4. Sam Houston 

5. Republic of Texas 

6. Annexation to United States 


64 


TEACHER’S MANUAL 


War with Mexico. 

It is well for the teacher again to impress upon the class 
that, just as is the case with all other questions, there are 
two sides to every war. The teacher should endeavor to 
present both sides without prejudice. After she has done 
so, let her ask the children for their impressions and let her 
note the result. 

The class, having studied about the Mexican War, should 
make in their notebooks an outline of the war. Suggested 
outline: 

I. Causes 

A. Resentment of Mexico over annexation of Texas 

B. Quarrel over boundary of Texas 

II. War declared 

A. James K. Polk, President 

B. Rio Grande River 

C. Mexican act of war 

III. Events of importance 

A. Victories of Taylor 

B. Victories of Scott 

C. Capture of Mexico City 

IV. Treaty of peace 

V. Results of war 

A. Territory increased 

B. Slavery question intensified 

Graphic: To the incomplete outline map of the United 
States in your notebook add outlines of the territory acquired 
by the annexation of Texas (see map opposite page 282); 
the territory acquired by the compromise of the Oregon 
question (see map on page 277); the territory acquired by 
the Mexican Cession (see map opposite page 282); and the 
territory acquired by the “Gadsden Purchase” (see map 
opposite page 282). For the Texas annexation use the date 
1845; for the Oregon country, 1846; for the Mexican 
Cession, 1848; and for the “Gadsden Purchase,” 1853. 
You now have a complete outline map of continental United 
States as it is today. 


TEACHER’S MANUAL 


65 

Graphic: Draw in your notebooks a map of the Mexican 
war (see page 279) and locate on this map every place of 
importance mentioned in the textbook in the account of the 
war. 


CHAPTER XXV 

THE UNITED STATES IN 1850 

1. Compare and contrast the situation then (1850) with 
today. 

2. Read to the class from any book of American history 
stories the tale of the finding of gold in California. 

Dramatization: After the children have heard the story of 
the finding of gold in California, it can be easily dramatized 
by them. 

Graphic: While the description in the textbook of the 
rush to California is being studied, let the teacher write on 
the blackboard “forty-niners ” and then draw a road on which 
some persons are riding and some are walking. Draw every 
kind of vehicle characteristic of the period from the wheel¬ 
barrow to the prairie schooner. 

Stress the continued growth of the West. Contrast the 
West of 1850 with the West of 1820 (see Chapter XX). 

Problem: Explain the quotation: “Westward the course 
of empire takes its way.” 


RAILROADS 

1833 : The longest railroad in the world ran from Charles¬ 
ton, S. C., to Hamburg, S. C., a distance of 136 miles. 

1850: Railroad building had progressed so slowly that less 
than six thousand miles of track had been laid in 
the United States at this time. 

193-: If all the railroad trackage in the world were placed 
now in one continuous line, it would reach around 
the world at least nine times. 

For use in the study of the railroad, have the children 
bring to the class pictures -of trains. 


66 


TEACHER’S MANUAL 


Project: Find out what was the first message sent by the 
telegraph. 

Dramatization: Have the class dramatize immigrants, 
of about 1850, coming to America. Among them will be 
found Irish, Swedes, Germans, Italians, Russians, and 
Chinese. 


CHAPTER XXVI 


LIFE IN 1850 


Project: Have the class write letters, dated 1850, telling 
how the people then lived. Let them follow this outline: 


1. Progress of country 

2. Dress and amusements. 

3. Conditions of travel 

(a) Railroads 

( b ) Steamboats 


4. Post offices 

5. Express 

6. Discoveries and inventions 

7. Newspapers 

8. Schools 


Dramatization: The study of woman’s rights affords the 
girls an opportunity for a bit of acting without the help of 
the boys. Let the girls organize a woman’s rights conven¬ 
tion of the ’50’s. Let three girls represent Lucretia Mott, 
Elizabeth Cady Stanton, and Susan B. Anthony, the fore¬ 
most leaders of the woman’s movement at that time. Since 
the right to vote had not then been given to women, the 
speeches should all be directed toward demanding for 
women this right and showing the reasons why it should be 
granted. While there may be other speakers, the leaders 
mentioned should make the principal speeches. The amend¬ 
ment to the Constitution giving the ballot to women was 
long advocated at woman’s rights conventions in exactly 
the form in which it was finally adopted and was named by 
the women the “Susan B. Anthony Amendment.” Let 
Mrs. Anthony, therefore, turn to the Constitution and read 
and explain the Nineteenth Amendment. 


Problem: In the study of prohibition have a boy read 
and explain the Eighteenth Amendment. 

For the discussion of American literature, see page 58 of 
this manual. 


TEACHER’S MANUAL 


67 


CHAPTER XXVII 

THE WEST AND SLAVERY 

The country was in a turmoil over the request of Cali¬ 
fornia, in 1849, to be admitted to the Union as a state. 

The North demanded that California be admitted without 
slaves. The South claimed that California was not ready 
to become a state and that when ready the people of Cali¬ 
fornia should decide whether they wished slavery. 

The South realized that the admission of California without 
slavery would put an end to the balance between the sections, 
since the South had no new state to propose as an offset. 

The contention over California caused in the South a 
rapid growth of the feeling in favor of secession. 

Problem: Why was Henry Clay called the “Great Pacif¬ 
icator”? (See biography in appendix.) 

Compromise of 1850: 

To settle the burning question of California, Henry Clay, 
then a Senator from Kentucky, proposed a compromise. 
Principal features: 

1. California should be admitted without slavery 

2. The remainder of the Mexican cession to be organized 
into territories in which the matter of slavery should 
be left to the inhabitants 

3. A more stringent fugitive slave law should be enacted 

Result: There were groups both in the North and in the 
South who objected to the compromise. Each held that 
the compromise gave too much to the other side. When the 
debate in Congress was at its height, President Zachary 
Taylor died. Finally in 1850 the compromise was adopted 
and was signed by President Millard Fillmore who, as Vice 
President, had succeeded Taylor. Because of the year, the 
compromise is known as the “Compromise of 1850.” 

Project I: After the fugitive slave law and the personal 
liberty laws have been explained to the class, call upon the 
class to tell stories about slaves, especially runaway slaves. 


68 


TEACHER’S MANUAL 


In the administration of President Franklin Pierce, the 
slavery question grew in intensity as a result of the passage 
of the Kansas-Nebraska Act. 

1. Explain the Kansas-Nebraska Act. 

2. Who wants Kansas? Why was it called “Bleeding 
Kansas” ? 

While the North and the South drifted farther and farther 
apart, the Republican party was organized. 

Project II: Tell the class the story of Dred Scott and then 
have them write their own outline of the story. 

Project III: Have the class write their own outline of 
the principal events from 1850 to i860. 


CHAPTER XXVIII 


THE SOUTH FORMS A SEPARATE GOVERNMENT 


The parties, platforms, and presidential candidates in i860: 


Party 

1. Democratic 
(Northern wing) 

2. Democratic 
(Southern wing) 

3. Republican 

4. Constitutional- 

Union 


Platform 

A territory could decide 
on slavery 

Only a state could decide 
on slavery 

No extension of slavery 

The Constitution 

The Union 

The enforcement of the 
law 


Candidate 

Stephen A. Douglas, 
Illinois 

John C. Breckenridge, 
Kentucky 
Abraham Lincoln, 
Illinois 
John Bell, 

Tennessee 


Project: After the foregoing outline has been placed on 
the blackboard by the teacher and has been explained by 
her, let some of the pupils go to the board with pointers and 
show why Lincoln was elected. 

Impress upon the minds of the children: “United we 
stand, divided we fall.” 

1. Give the Northern view of secession. 

2. Give the Southern view of secession. 

3. Give President Buchanan’s view. 

4. The Southern states secede. Name the seceding states. 


TEACHER’S MANUAL 


69 


The Confederate States of America organized in 1861 in 
Montgomery, Alabama. President, Jefferson Davis, of 
Mississippi; Vice President, Alexander H. Stephens, Georgia. 

Graphic: Have pupils draw in their notebooks an outline 
map of the United States, showing the area of the seceding 
states. Mark one division “United States of America, 
Abraham Lincoln, President”; and the other, “Confederate 
States of America, Jefferson Davis, President.” 

Note to Teacher: The secession of Virginia, Arkansas, 
North Carolina, and Tennessee are not mentioned in the 
textbook until the next chapter is reached, but these states 
should be included in the outline at this time to make the 
picture complete. 

Project: Make a comparison of the Confederate Constitu¬ 
tion with the Federal Constitution. (See page 320.) 

Discuss Lincoln’s policy as announced in his inaugural 
address. Consider the hope of the Confederacy for peace. 

CHAPTER XXIX 

EARLY EVENTS OF THE WAR OF SECESSION 

In studying a battle any one of three methods is advisable: 

(1) the outline using the “who, when, and what” method; 

(2) the graphic method; (3) the project method. Examples: 

(1) Outline: 

1. Who? 

(1) McDowell and Beauregard 

2. Where ? 

(2) Manassas, Virginia 

3. When? 

(3) July 21, 1861 

4. What? 

(4) Victory for the South 

5. Result? 

(5) a. Caused Southern people to believe that the 

war would soon be ended 
b. Aroused Northern people to put forth 
greater effort to win the struggle 


70 


TEACHER’S MANUAL 


(2) Graphic: 

The Capture of Fort Donaldson 

Draw on the blackboard the Cumberland River. 
Mark Fort Donaldson on the east bank of the river and 
show Grant’s army surrounding the fort. With an over¬ 
whelming force in its front and a deep river at its back the 
Confederate garrison in the fort could not escape. There 
was nothing to do but to surrender. 

(3) Project: 

Imagine yourself a seaman with the Federal fleet that stood 
in sight of, but just outside, Charleston harbor during the 
bombarding of Fort Sumter. What would you have seen? 

After the class has studied the text let them make an outline 
of the war something like the following, inserting the events 
of the second half of the war after having studied the next 
two chapters: 

I. Contrast between North and South 

A. Boundaries 

B. Population 

C. Armories and foundries 

D. Industries 

E. Wealth 

F. Army 

G. Navy 

H. Nature of contest 

II. The map: conditions aiding or hindering armies 

A. Mountains 

B. Rivers 

C. Valleys 

D. Railroads 

E. Way to Richmond, the Confederate capital 

III. Program for the war 

A. Southern plan 

1. Defend territory 

2. Gain border states 

B. Northern 

1. Hold border states 

2. Blockade Southern coast 


TEACHER’S MANUAL 71 

3. Control the Mississippi 

4. Capture Richmond 

IV. Beginning 

A. Bombardment of Fort Sumter, April 12, 1861 

B. Result: a bloodless beginning of a bloody conflict 

C. Effect upon North and South 

V. Battle of Bull Run, or Manassas 

A. Commanders 

B. The fighting 

C. Result 

VI. Blockade 

A. Aim 

B. Result 

VII. Monitor and Merrimac: result 

VIII. Peninsular Campaign 

A. Commanders 

B. Battles around Richmond 

C. Result 

IX. Contest for the Mississippi 

A. Fort Donaldson 

B. Shiloh 

C. New Orleans 

D. Vicksburg 

X. General Lee goes into the North 

A. Aim 

B. Antietam 

C. Gettysburg 

D. Result 

XI. Further campaigning in the West 

A. Chickamauga 

B. Missionary Ridge 

C. Result 

XII. Sherman’s march to the sea 

A. Fall of Atlanta 

B. Fall of Savannah 


TEACHER'S MANUAL 


72 

XIII. Final campaign against Richmond 

A. Commanders 

B. Wilderness 

C. Petersburg 

D. Fall of Richmond 

E. Surrender of Lee 

XIV. End of War 

A. Cost 

B. Result 

Project: After completing this outline make a list of im¬ 
portant persons and places in the war and give one important 
fact about each. 


CHAPTER XXX 

FOREIGN COMPLICATIONS, EMANCIPATION, 
CONSCRIPTION 

Question: Why did the United States blockade the 
Southern ports? 

Answer: To starve the South into surrender. 

Graphic : Examine closely the picture of the Monitor and 
the Merrimac on page 339. After reading in the text the 
description of these vessels make a drawing of them in your 
notebook and write five important facts about each. 

Problem: 

(1) Explain why the duel between the Monitor and the 
Merrimac put an end to the use of wooden warships 
(see page 340). 

(2) Give five facts about the cruiser Alabama. 

Teacher: I wish every one of you to be able to tell me 
tomorrow about the Emancipation Proclamation. 

1. What did the Confederate conscription laws demand? 
(Note: Probably no better explanation for the child 
of the justness of conscription can be found than is 


TEACHER’S MANUAL 


73 

contained in the last paragraph on page 343. Have the 
pupils memorize it.) 

2. Discuss citizenship. 

3. What is a good citizen? A bad one? 

4. Are you a good citizen? Why? 


CHAPTER XXXI 

HOW THE UNION FORCES WON (1863-1865) 

A number of methods may be used to explain this problem. 

(1) Outline: Battle of Chancellorsville 

1. Who? 

(1) Lee and Hooker 

2. Where? 

(2) Chancellorsville 

3. When ? 

(3) May 2 and 3, 1863 

4. What ? 

(4) Victory for South 

5. Result? 

(5) a. South paid dearly for victory 

b. Stonewall Jackson killed by his own men 
through mistake 

Graphic: Indicate on the blackboard the position of the 
armies at Gettysburg. Show clearly Cemetery Hill, the 
position of the Federals; and Seminary Ridge, the position 
of the Confederates. 

Project I: Imagine you were in an aeroplane flying over 
Vicksburg during the siege. Tell some of the things you 
would see. A pupil once gave the writer this answer: “As 
I was flying over Vicksburg, I saw many things that were 
horrible. Many women and children fleeing into caves dug 
in the hills to keep from being killed; many hungry and sick 
people; some people eating mule meat.” 

Project II: Look at the map opposite page 338 and trace 
Sherman’s march to the sea. Hand in an outline telling the 
cost of this march in life and property. 


74 TEACHER’S MANUAL 

Dramatization: The surrender of Lee at Appomattox. 

Problem: Give five facts to show what the surrender of 
Lee meant for the North and for the South. 

Project I: Review the War of Secession and finish the 
outline in your notebook that you began after studying 
Chapter XXIX. 

Project II: Bring to the class a report on the cost of the 
war in lives and money. 

Problem: Show that the assassination of Lincoln was a 
blow not only to the North but to the South, and call for 
speeches from some of the pupils on any matters relating to 
the war. 


CHAPTER XXXII 

LIFE IN THE CONFEDERACY 

Only a few of the soldiers of either side in the War of 
Secession are now living. Most of them are too old and feeble 
to tell us much about those trying times. Our grandparents 
and parents can tell us the story as it was given to them and 
it will be our duty to hand the story down to our children’s 
children. 

Did any of you have relatives who suffered the miseries 
of this war? Who were they? What did they do? 

Project I: Find out something about life in the Con¬ 
federacy that is not mentioned in the text and report it to 
the class. 

Project II: Have you any Confederate money? If you 
have, bring it to the class. (There is still much Confederate 
money in existence, especially in the South.) 

In studying about life at home while the men were away 
at war, have one of the class read this beautiful poem: 

MOTHERS OF MEN 

The bravest battle that ever was fought! 

Shall I tell you where and when? 

On the map of the world you will find it not, 

’Twas fought by the mothers of men. 


TEACHER'S MANUAL 


75 


Nay, not with cannon or battle shot, 

With sword or nobler pen, 

Nay, not with eloquent words or thought 
From mouths of wonderful men; 

But, deep in the walled-up woman’s heart — 

Of woman that would not yield, 

But bravely, silently, bore her part — 

Lo, there is the battle field! 

No marshaling troop, no bivouac song, 

No banner to gleam or wave, 

But oh, these battles, they last so long, 

From babyhood to the grave. 

Yet, faithful as a bridge of stars, 

She fights in her walled-up town — 

Fights on and on in the endless wars, 

Then silent, unseen, goes down. 

Oh, ye with banner and battle of shot, 

And soldiers to shout and praise, 

I tell you the kingliest victories fought 
Were fought in those silent ways. 

Oh, spotless woman in a world of shame, 

With splendid and silent scorn, 

Go back to God as white as you came — 

The kingliest warrior bom! 

— Joaquin Miller. 


CHAPTER XXXIII 

RECONSTRUCTION AND REUNION 

After the class has studied this chapter carefully, the 
teacher should make use of the questions and topics in the 
textbook. 

Problem: Explain why three amendments to the Consti¬ 
tution are dealt with in this chapter and tell in your own 
words what each amendment means. 


76 


TEACHER’S MANUAL 


Project: Make a brief outline showing how Andrew John¬ 
son, who succeeded Lincoln, had a trying career as President. 

Problem: (i) Having studied the biography of Andrew 
Johnson, do you find any reason why you should think he 
was a man of his word? Give your reason. 

(2) Debate the question: “Resolved, That the Freed¬ 
man’s Bureau should be abolished.” 

(3) Who were the “Carpetbaggers”? the “Scalawags”? 
What was the ‘ ‘ Loyal League ’ ’ ? the Ku Klux Klan ? As¬ 
sociate five appropriate words with each of the above names. 

(4) “Carpetbag” governments continued during the ad¬ 
ministration of President Ulysses S. Grant. Explain how 
President Rutherford B. Hayes put an end to them 


CHAPTER XXXIV 

FOREIGN RELATIONS: FINANCIAL AFFAIRS 

Project: Today the cancelled check for fifteen million 
dollars with which Great Britain paid the Alabama claims 
hangs framed in the British Foreign Office in London where 
visitors may see it. The British government displays this 
cancelled check to show that arbitration is better than war 
for settling disputes between nations. 

War, besides costing much in lives and property, keeps 
up for years ill feeling between nations, whereas arbitra¬ 
tion, costing much less money and no lives, preserves good 
feeling between nations. 

Write a few sentences telling what you think about this 
story of a cancelled check. 

In learning how the debt caused by the War of Secession 
was reduced, the pupil will find the following topics helpful: 
three billion dollars, greenbacks, money borrowed with 
bonds, refunding. 

The government issued “greenbacks” for ten, twenty-five, 
and fifty cents. They were printed on tiny bits of paper. 
I wonder if any of you own some of this little paper money 
or have ever seen any. 


TEACHER’S MANUAL 


77 


CHAPTER XXXV 

THE GROWTH OP OUR COUNTRY 

Project: Trace the growth of the country from i860 to 
1900: 

1. Population 

2. Manufacturing 

3. Agriculture 

4. Commerce 

5. Railroads 

In this chapter are many stories attractive to children. 
For example: 

1. The building of a railroad across the broad continent, 
over mountain and plain and the “Great American 

* Desert,” and through country still inhabited by In¬ 
dians 

2. The peopling of the Far West and the passing of the 
frontier 

3. The marvelous way in which Oklahoma “sprang up 
overnight ’ ’ 

4. The life of the ranchman 

Problem: Explain the statement: “The commerce of the 
United States reaches to all parts of the world. Before the 
War of Secession, the United States bought more from 
foreign countries than it sold to them; since the war it has 
sold to foreign countries more than it has bought from them.” 

Project I: Make a list of ten foreign countries and tell 
whether the United States is dependent upon any of them 
for anything, and, if so, for what. 

Project II: Write an essay contrasting the Old South 
with the New South. 

Problem I: Citizenship 

a. Why has America been called the “melting pot”? 

b. How many foreigners do you know ? 

c. In America when is a foreigner not a foreigner? 

d. How does a foreigner become a naturalized citizen? 


7 8 TEACHER’S MANUAL 

Problem II: Cities 

a. Compare the growth of the country as a whole with 
the growth of the cities. 

b. Name the six largest cities of the United States today. 
Many “true or false’’ exercises may be obtained from 

this chapter. 


CHAPTER XXXVI 

THE AGE OF STEEL AND ELECTRICITY 

This is another chapter that abounds in stories interesting 
to children: the wonderful uses to be made of steel, elec¬ 
tricity, and petroleum; the many inventions, new then, 
but familiar to us now. 

Project I: Write lists of the following uses: 

a. The uses of steel 

b. The uses of electricity 

c. The uses of petroleum 

d. Inventions, discoveries, and conveniences unknown to 
our grandfathers of seventy-five years ago. 

Project II: While studying the automobile and the 
aeroplane, the children should bring to the class all pictures 
of the different methods of travel, past and present, that they 
can find. 

Explain trusts, labor unions, strikes. 


CHAPTER XXXVII 

GOVERNMENT AND BUSINESS 

Graphic: Let the teacher draw a large ring on the black¬ 
board and mark it “Whiskey Ring.” Then let pupils write 
within the circle important facts concerning the “Whiskey 
Ring”; for instance: “Headquartersin St. Louis”; “Branch 
offices in principal cities ”; “ Grafting. ’ ’ When the ring has 
thus been filled, the pupils will have a good idea of a con- 


TEACHER’S MANUAL 


79 

nection between business and the government that was cor¬ 
rupt. 

Civil Service Reform: In Chapter XXIII we learned of 
the “spoils system” which began in the time of President 
Andrew Jackson. The influence for evil in the ‘ ‘ spoils system ’ ’ 
had grown with each year. When, in 1881, a disappointed 
office-seeker assassinated President James A. Garfield, the 
shock to the country brought the evil of the “spoils system” 
squarely before the people. A law was passed by Congress 
for reforming the civil service and was signed by President 
Chester A. Arthur who succeeded Garfield. 

Note to Teacher: Explain to the class what is meant by 
the civil service. See note on page 412 for definition. 

It will interest the children to know that persons applying 
for positions covered by the civil service law must stand 
examination, just as the boys and girls do at school, and those 
who make the highest marks get the positions. 

Interesting facts: 

1. Grover Cleveland, who became President in 1885* was 
the first Democrat since Buchanan to reach the presi¬ 
dency. 

2. Benjamin Harrison, who followed Cleveland in the 
presidency, was a grandson of President William Henry 
Harrison. 

Project: Write on the blackboard questions concerning 
panics that you think are important. Let the class bring 
answers to the questions on the next day. 


CHAPTER XXXVIII 

EUROPE IN THE NINETEENTH CENTURY 

This chapter need not be learned in detail. The teacher 
should, however, read and explain it to the class. 

Impress upon the class that it is important to know some¬ 
thing about the history of other countries to understand 
better the history of the United States, since happenings of 
the world have their influence upon our country. 


8o 


TEACHER’S MANUAL 


CHAPTER XXXIX 

WAR WITH SPAIN 

Suggested outline: 

I. Time—-1898 

II. Causes: 

A. Spain, who owned Cuba, treated the Cubans un¬ 
fairly 

B. War between Cubans and Spaniards 

C. Much American-owned property in Cuba damaged 

D. United States could not be indifferent to sufferings 
of Cubans nor to destruction of American property 

E. Blowing up of the Maine 

III. Declaration of war 

A. President William McKinley in a message to Con¬ 
gress said that conditions in Cuba had become 
intolerable 

B. Asked Congress for authority to put an end to the 
war in Cuba and give the Cubans a good govern¬ 
ment 

C. Extract from McKinley’s message: “In the name 
of humanity, in the name of civilization, and in 
behalf of the endangered American interests which 
give us the right and the duty to speak and to 
act, the war in Cuba must stop.” 

D. Spain declared war against the United States; the 
United States declared war against Spain 

IV. Events 

A. Battle of Manila 

B. Battle of Santiago 

C. Invasion of Porto Rico 

V. Important fact 

Many more American soldiers died in the camps in 

this country from preventable diseases than were killed 

and wounded in battle. 


TEACHER’S MANUAL 


81 


VI. Treaty of peace 

A. Spain gave Cuba her freedom 

B. Spain ceded to the United States: 

1. Porto Rico and other islands in the West Indies 

2. Guam, an island in the Pacific 

3. The Philippine Islands in the Pacific 

Project: On a map of the world locate all the cities and 
countries mentioned in the chapter. 

THE MEN OF THE MAINE 
(extract) 

Not in the dire, ensanguined front of war, 

Conquered or conqueror, 

’Mid the dread battle-peal, did they go down 
To the still under-seas, with fair Renown 
To weave for them the hero-martyr’s crown. 

They struck no blow 
’Gainst an embattled foe; 

With valiant-hearted Saxon hardihood 
They stood not as the Essex sailors stood, 

So sore bestead in that far Chilian bay; 

Yet no less faithful they, 

These men who, in a passing of a breath, 

Were hurtled upon death. 

No warning the salt-scented sea-wind bore, 

No presage whispered from the Cuban shore 

Of the appalling fate 

That in the tropic night-time lay in wait 

To bear them whence they shall return no more. 

Some leaped from dreams of home and love’s clear star 
Into a realm where dreams eternal are; 

And some into a world of wave and flame 

Wherethrough they came 

To living agony that no words can name. 

Tears for them all, 

And the low-tuned dirge funereal! 

What though they faced no storm of hail 
That freedom and the right might still prevail? 

The path of duty it was theirs to tread 
To death’s dark vale through ways of travail led, 


82 


TEACHER’S MANUAL 


And they are ours — our dead! 

If it be true that each loss holds a gain, 

It must be ours through saddened eyes to see 
From out this tragic holocaust of pain 
The whole land bound in closer unity! 

— Clinton Scollard. 


CHAPTER XL 

THE UNITED STATES A WORLD POWER 
Suggested outline: 

I. By-products of the Spanish-American War: 

A. United States becomes a world power 

B. American commerce greatly increased 

C. American relations with foreign countries broadened 

D. Annexation of Hawaiian Islands in the Pacific 

E. Panama Canal 

II. Panama Canal completed 

A. France attempted to build canal but failed 

B. Work of the United States 

1. Negotiations with Colombia 

2. Negotiations with Panama 

3. Panama accepted terms offered by the United 
States 

4. French rights purchased 

5. Ten years required to complete canal 

6. Completed in 1914 

7. Cost more than three hundred million dollars 

8. Owned and operated by the United States but 
opened to all nations 

III. Effects: 

A. Shortens greatly voyage between Atlantic and 
Pacific 

B. Benefit to commerce too great to estimate 

Project: Let pupils imagine a trip to Europe, following 
the Spanish-American War, and have some of them give talks 
from the floor regarding the trip. 



TEACHER’S MANUAL 


83 


CHAPTER XLI 

THE GOVERNMENT AND THE PEOPLE 

Children, you will read in the text that Thomas Jefferson 
said “that government is best that governs the least.” 
Jefferson meant that the government should pass few 
laws; that it should permit to the individual, as often as 
possible, the working out of his own life. Nearly everybody 
believes in this idea, and it certainly worked well in the early 
days when Americans lived more simply than we do today. 

1. Tell what is meant by a simple life. 

2. Are we today moving farther from or nearer to the 
simple life? 

After the War of Secession many things happened. Rich 
people began to combine in “trusts” to do business on a 
large scale and in this way to control the country’s business. 

You must not forget that business on a large scale — 
“big business,” as it is also called — has advantages for the 
people. The danger lies in the fact that “big business,” 
by controlling trade, can make people pay higher prices 
than necessary for what they need. 

The raising of prices became so outrageous that the people 
demanded that the government cease its “hands off” policy. 
They demanded that Congress pass: 

1. Laws to curb ‘ ‘ trusts ’ ’ 

2. Laws to improve living 

President Theodore Roosevelt was a leader among those 
who urged the government to adopt this new policy which 
he called the “New Nationalism.” 

Project: Many years before, a great man had said that ours 
is “a government of the people, by the people, and for the 
people.” 

1. Find out who this man was and when he made the state¬ 
ment. 

2. Tell whether you think the statement agrees with the 
idea of the “New Nationalism,” and why. 

Problem I: Contrast “good trusts” and “bad trusts.” 


TEACHER’S MANUAL 


Problem II: Make an outline showing how America has 
been wasteful of her natural resources. 

Problem III: Make another outline showing how America 
can conserve her natural resources. 

Problem IV: List some of the aids, besides conservation, 
given by the government to the people while Roosevelt was 
president. For example: 

1. Cheaper electricity 

2. Information about farming 

3. Pure food laws 

In treating the Initiative, the Referendum, and the Recall, 
the teacher should write the three topics on the blackboard, 
leaving a space sufficient between each topic for a pupil, 
going to the board, to write the answer. Thus: 

1. The Initiative is 

2. The Referendum is 

3. The Recall is 

Project: Write a brief biography of Theodore Roosevelt. 

In President William H. Taft’s administration two fea¬ 
tures were added to the postal service to make the post office 
even more helpful to the people: postal savings banks and 
parcel post. 

Problem: Woodrow Wilson, on becoming President, had 
Congress pass other important laws to help the people 
directly. Mention some of them. See page 465. 


CHAPTER XLII 

GERMANY SEEKS TO DOMINATE THE WORLD 

AND 

CHAPTER XLIII 

THE WORLD WAR 

These chapters need not be learned as lessons. The 
teacher should, however, read and explain them to the class. 


TEACHER’S MANUAL 


85 


CHAPTER XLIV 

THE UNITED STATES IN THE WORLD WAR 

Who were the “Allies”? Who the “Central Powers”? 

This chapter should be introduced through the lecture. 
The teacher should tell the class, in her own words, how the 
World War affected America. Germany’s submarine war¬ 
fare should be stressed and special mention made of the 
sinking of the Lusitania. 

Have the class memorize the quotation on page 502 from 
President Wilson’s message to Congress asking for a declara¬ 
tion of war against Germany. 

John J. Pershing commands the American army. 

Problem I: The story of the American government’s 
raising an army and sending it over to France is an inspiring 
one. Write a short summary of the account. 

Problem II: The sending of food to the Allies, the building 
of ships and yet more ships, the taking over of business and 
the railroads — all these indications of an efficient and far¬ 
sighted American government fire the imagination. Write 
a brief summary of these United States activities. 

Problem III: With “wheatless,” “meatless,” and “heat¬ 
less” days, with Liberty Bonds and personal contributions 
the American people put their shoulder to the wheel to 
help their government to carry on the war. Write a short 
account of their patriotic assistance. 


CHAPTER XLV 

FREE NATIONS TRIUMPHANT 

On the map, on page 511, locate the battle fronts. 

1. The Great German Drive, 1918: A powerful thrust of 
the Germans made a great break in the battle front of 
the Allies. Situation of the Allies serious. 

2. The French general, Ferdinand Foch, placed in supreme 
command of the armies of the Allies. 


86 


TEACHER’S MANUAL 


3. Chateau-Thierry: The first time that Americans took 
an important part in battle. The way in which they 
repulsed the Germans showed that, though not vet¬ 
erans, they could be relied upon. 

4. Second Marne: Saved Paris for the second time, 
Americans in considerable numbers taking part. 

5. St. Mihiel: The first time that Americans fought as 
a separate army. More Americans took part in this 
battle than in any previous engagement in American 
history. 

6. Smashing the Hindenburg Line: Americans, fighting 
with the British, were the first to break this line. 

7. Argonne Forest: One of the most difficult operations 
of the war. Number of Americans engaged the greatest 
ever before taking part in battle. 

8. Germans in full retreat 

9. Germany asks for peace 

Project: Select seven of President Wilson’s “Fourteen 
Points” and be able to tell the class about them. 

Problem I: Explain the armistice. 

Problem II: Write a summary of the cost of the World 
War in lives and money. 

Dramatization: Reproduce the Peace Conference at Paris 
in 1919. President Wilson for the United States, prime min¬ 
isters Lloyd George for Great Britain, Clemenceau for 
France, and Orlando for Italy, were the “Big Four” of the 
Conference. After the ‘ ‘ Big Four ” have discussed the terms 
of a treaty, including a League of Nations, and have con¬ 
cluded a treaty, let Hermann Muller, representing Germany, 
meet with the Conference and sign the treaty under protest. 

Project: Write a brief biography of Woodrow Wilson. 

BROTHERHOOD * 

The crest and crowning of all good, 

Life’s final star, is Brotherhood. 

For it will bring again to Earth 
Her long-lost Poesy and mirth; 

* Copyrighted by Edwin Markham and used with his permission. 


TEACHER’S MANUAL 


87 


Will send new life on every face, 

A kingly power upon the race. 

And till it comes, we men are slaves, 

And travel downward to the dust of graves. 

Come clear the way, then, clear the way; 

Blind creeds and kings have had their day; 

Break the dead branches from the path, 

Our hope is in the after-math — 

Our hope is in heroic men. 

Star-led to build the world again, 

To this event the ages run; 

Make way for Brotherhood — make way for man. 

— Edwin Markham. 


CHAPTER XLVI 

THE OPENING OP A NEW ERA 

Note to Teacher: In explaining conditions in America, 
resulting from the World War, and the new viewpoint that 
came about, consult Chapter XLI. 

Eighteenth and Nineteenth Amendments. 

Let children explain these amendments in their own words. 

Dramatization: Let the class represent the United States 
Senate. Have them select debaters to argue whether the 
United States should join the League of Nations. 

Steps taken in the administrations of Presidents Warren G. 
Harding and Calvin Coolidge for promoting world peace: 

1. “Four Power Treaty” 

2. Limitation of Armaments Treaty 

3. “Open Door” in China 

4. “Dawes Plan” 1 

5. World Court 

6. Kellogg-Briand Treaty 

Project: Compare Christopher Columbus with Charles A. 
Lindbergh or with Richard E. Byrd. 

Herbert C. Hoover elected President. 



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